bluuebunny/crossref_metadata_2025 huggingface dataset:
INTERCULTURAL PARTNERSHIPS THAT FOSTER CULTURAL COMPETENCE
Authors:   Department of Elementary & Literacy Education, Minnesota State University, Mankato (USA), Sandell Elizabeth J. , Olson Katie Archer ,   Department of Paraprofessional Education, Alaska Christian College, Soldotna (USA), Grigsby Maria-Renee Leonhardt ,   Department of Elementary & Literacy Education, Minnesota State University, Mankato (USA)
Published: July 2021

Institutions of higher education (HE) are emphasizing their capacity to (a) foster equitable access; (b) incorporate global perspectives into teaching, learning, and research; (c) build international and intercultural competence among students, faculty, and staff; and (d) establish relationships and collaborations with people and institutions throughout the world. At Minnesota State University, Mankato, instructors have responded to this emphasis with a specific course for pre-service teachers: Human Relations in a Multicultural Society. Based on this experience, the authors based the course on a foundational theory and engaged in scholarship related to teaching and learning. Adaptations were made in one major assignment, a cultural partnership, so that college students could diversify their perspectives and enhance their intercultural skills, even during a pandemic. For three semesters during the pandemic, instructors facilitated virtual “buddy” matches with students at a university in Armenia (English language classes in Spring 2020) or with students in various US cultures (Alaska Natives in 2020 - 2021). The series of related assignments included establishing a partnership, interviews, shared virtual activities, and reflection. This report briefly reports the analysis of data collected with the IDI in Spring 2020, the latest semester for which data was available for this project.
THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO
Authors:   Department of Business Management and Administration, University of Guanajuato/Fulltime professor (Mexico), Arredondo-Hidalgo María Guadalupe , Caldera González Diana del Consuelo ,   Department of Organizational Studies, University of Guanajuato/ Fulltime professor (Mexico)
Published: July 2021

In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.
THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL
Authors:   Department of Exact and Natural Sciences, Federal Rural University of the Semi-Arid Region (Brazil), Carmo Shirlene , Souto Luís ,   Department of Biology, University of Aveiro (Portugal), Silva Carlos ,   Department of Education and Psychology, University of Aveiro (Portugal)
Published: July 2021

Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.
REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY
Authors:   Department of Design and Studio Art, Central University of Technology Free State (South Africa), Nthejane Lebogang
Published: July 2021

The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS
Authors:   Centre for Researching Education and Labor, University of the Witwatersrand /PhD fellow (South Africa), de Munnik Marloes , Al-Mahdi Osama ,   Educational Studies Department, Bahrain Teachers College, University of Bahrain (Kingdom of Bahrain)
Published: July 2021

This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS
Authors:   School of Primary Education, Shanghai Normal University Tianhua College (China), Han Xiaotian
Published: July 2021

First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
CHANGE MANAGEMENT: EXPERIENCES OF PRIVATE TVET COLLEGE EDUCATORS REGARDING VIRTUAL LEARNING DURING COVID-19
Authors:   Department of Educational Management and Policy Studies, University of Pretoria (South Africa), Aina Adebunmi Yetunde , Ogegbo Ayodele ,   Department of Science and Technology Education, University of Johannesburg (South Africa)
Published: July 2021

This study explored the experiences of private TVET college educators regarding virtual learning during the Covid-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.
IMPACT OF IDENTITY-ORIENTED LITERATURE EDUCATION ON ADOLESCENTS' INSIGHT INTO THE SELF AND THE OTHER
Authors:   Faculty of Education, University of Ljubljana (Slovenia), Grandits Peter
Published: July 2021

A mixed-methods quasi-experimental study evaluated the effects of a pedagogical intervention in literature education on Austrian upper secondary high school students’ insight into the self and the other. The intervention is based on the newly developed NDR-model, the letters in the abbreviation representing the basic practices of narration, dialogue and response underlying the model. Two cycles of NDR interventions on the identity issues of “happiness” and “relations” were implemented. An IPA study was conducted to explore how the implementation of the NDR-model of literature education affected participants’ learning outcomes (self-understanding and understanding of the other). Qualitative analysis of interview and artefact data suggested that NDR students experienced insight into the self and the other because they were stimulated to engage with literary texts in the context of their personal identities.
TEACHING IN DIGITAL SURROUNDINGS – STUDENTS OPINION ON DIGITAL TOOLS AND DIGITAL LECTURES
Authors:   Department of Electrical Engineering, Western Norwegian University of Applied Sciences (Norway), Fojcik Marcin , Fojcik Martyna K. ,   Faculty of Humanities and Education, Volda University College (Norway), Kyte Lars ,   Department of health and caring sciences, Western Norwegian University of Applied Sciences (Norway), Pollen Bjarte ,   Department of Electrical Engineering, Western Norwegian University of Applied Sciences (Norway), Mjånes Jan Ove Rogde ,   Department of Mechanical Engineering, Western Norwegian University of Applied Sciences (Norway)
Published: July 2021

In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the whole world went into lockdown, the education at all levels needed to emergency transform learning in classrooms to learning through digital platforms. New structures had to be made, new routines, and new approaches. For some subjects it was not enough to move from sitting in a lecture room to sitting in front of a computer, it was necessary to develop solutions for presenting different programs or motivating students to be active, even if they were without a camera or microphone. Some teachers needed a blackboard to write and draw on while they talk, others needed to change between different programs to show different representations or purposes. In some cases, the digital lectures were synchronous, with teachers and students meeting at the same time to discuss a topic both in small and big groups, other times the digital lectures were asynchronous to give the students more time to prepare themselves and to activate their learning by giving them a responsibility to study individually (self-study). After few months of trying different solutions, the teachers from Western Norway University of Applied Sciences (HVL) and Volda University College (HVO) have investigated the student’s views on the different solutions they have experienced. The students were asked to answer an anonymous questionnaire of their opinion, views, and experiences with different digital solutions. The results were categorized and analyzed to select some tools or approaches that most of the students found either better or worse for their learning.
TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL
Authors:   Doctoral Student of Prishtina/Faculty of Education (Kosovo), Zhubi Arjana
Published: July 2021

The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA
Authors:   Department of Multicultural Education, University (South Korea), Kim Sumin , Kim YoungSoon
Published: July 2021

This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.
THE IMPACT OF ONLINE ACTIVITIES ON STUDENTS’ HEALTH AND THE IMPORTANCE OF TIME MANAGEMENT
Authors:   PhD Associate Professor, Department of Special Education, Faculty of Psychology and Education Sciences, Babeș-Bolyai University, Cluj-Napoca, (Romania), Hațegan Carolina Bodea , Talaș Dorina ,   PhD Associated Lecturer, Department of Special Education, Faculty of Psychology and Education Sciences, Babeș-Bolyai University, Cluj-Napoca, (Romania), Trifu Raluca ,   PhD Assistant Professor, Department of Medical Education, University of Medicine and Pharmacy, Iuliu Hațieganu, Cluj-Napoca, (Romania)
Published: July 2021

The aim of this study is to highlight the importance of time management during online activities for students. At the beginning of the pandemic period, on March the 2020, after the first online activity, a pilot study was conducted to identify the students’ perception about online activities, the time they should spend online during the day, the time students spend on different devices (computer, tablet or mobile phone) and the difficulties they have during the first online activities. A number of 106 students (44 boys and 62 girls) in 5th grade, from a middle school located in an urban area, in Romania, participated in this study. The results demonstrate that most of the students (33) representing 31.1% spend 1-2 hours/day online but there are 6 students (5.6%) who spend more than 6 hours/day online. Most of the students (56.6%) consider they should have 3 online activities/day and the duration of these activities should be 40 - 50 minutes. Strategies to promote students’ wellbeing during online activities are also presented focusing on identifying the best way to use the time spend online in order to reach the necessary curricular objectives and to avoid health problems. The conclusions highlight the importance of finding the best time management strategies for online activities to avoid future health problems for students, especially in the situation in which at the global level the pandemic period is not even closed to the end point. As screen time is a controversial factor, with high implication for health and education, data are important for sustainability of educational system and future decisions.
USE OF SOCIAL NETWORKS FOR THE TRAINING OF FUTURE TEACHERS IN EARLY CHILDHOOD EDUCATION
Authors:   Department of Pedagogy, University of Jaen (Spain), Llorent-Vaquero Mercedes , Cámara-Estrella África M. , Díaz-Pareja Elena M. , Ortega-Tudela Juana M.
Published: July 2021

Currently, social networks have a great potential in the educational field, being useful to promote motivation, the active role of students, communication or flexibility in time and space, among others. In this line, this paper shows an experience of educational innovation in higher education mediated by the use of social networks. Specifically, the social network Instagram was used with students in the second year of the Early Childhood Education Degree at the University of Jaen. The objective of this study was to analyze the impact of the use of social networks on aspects related to the quality of the educational process, such as motivation, creativity, communication or monitoring. In order to respond to the proposed objective, a quantitative methodology was used, with a descriptive method and a survey design. The data collection instrument was a student questionnaire through which the impact of the use of the social network Instagram in the teaching-learning process was evaluated. The results point to a positive effect of the use of social networks on the variables under study. It should be noted how the use of this social network has influenced the motivation towards their learning and the communication processes that were developed with all those involved.
STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS
Authors:   Instituto Politécnico de Viseu (Portugal), Delplancq Véronique , Costa Ana Maria , Costa Cristina Amaro , Coutinho Emília , Oliveira Isabel , Pereira José , Lopez Garcia Patricia , Gillain Romain , Amante Susana , Fidalgo Susana , Relvas Susana
Published: July 2021

The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION
Authors:   Graduate Institute of Educational Information and Measurement, National Taichung University of Education (Taiwan), Shih Shu Chuan , Tsai Hao Yu , Chen Mei Ling
Published: July 2021

The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
THE GOOD, THE BAD AND THE FUTURE – THE CHALLENGES, POSITIVES AND FUTURE STRATEGIES FOR HIGHER EDUCATION BLENDED TEACHING
Authors:   Dublin City University (Ireland), Ward Monica
Published: July 2021

There have been many changes that have taken place in all levels of education since the Covid-19 pandemic, including at Higher Education (HE). While the swift pivot to blended teaching has been challenging and not welcomed by all, there are some positives have come about because of it and it would be good to be able to hold on to these. The challenges include moving learning materials (written, video and audio) online, engaging with students in a constructive manner and how to do assessments that are academically rigorous and have academic integrity. It is difficult for those who are used to teaching in a face-to-face environment to suddenly switch over to developing online resources and know who do this effectively and efficiently. Interacting with students online requires a different skill set than in a face-to-face environment and educators should not be expected to acquire these skills automatically. Closed-book, invigilated exams are the norm in HE institutions and ensure a level of academic integrity that has worked well for many years. It is difficult to switch from this scenario to an open-book, non-invigilated exam. It means that questions have to be re-thought to explore the students’ understanding in an academic rigorous manner. Ideally, it would be good to be able to address these challenges as they mean a less positive experience for both educators and students. The positive aspects include a more flexible approach to teaching and learning, facilitation of different modes of learning and in some cases, more interesting and authentic assessments. A more flexible approach enables students to learn at a time and place that suits them and is in keeping with the needs of the more diverse population that makes up student body in HE today. While there is a debate around learning styles, providing learning materials in a variety of formats is beneficial for all students. While it is definitely more difficult to develop open-book assessments, it is also an opportunity to do more real-world, authentic assessments that assess students’ higher order skills. This moves assessment further along the Bloom’s taxonomy. This paper looks at the challenges and positives outcomes of the move to blended teaching and learning and how the challenges can be addressed, the positive aspects maintained and how a sustainable approach can be adopted to ensure that future changes to teaching are less challenging and more positive.
ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY
Authors:   Department of Languages, Central University of Technology (South Africa), Hass Atrimecia , Lenong Brigitte ,   Department of Education and Professional Studies, Central University of Technology (South Africa)
Published: July 2021

The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES
Authors:   Chemnitz University of Technology, Faculty of Philosophy (Germany), Rebane Gala , Arnold Maik ,   Fachhochschule Dresden – University of Applied Science, Faculty of Applied Social Sciences (Germany)
Published: July 2021

The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS
Authors:   Department of Postgraduate Studies, Central University of Technology (South Africa), Mantshiyane Nomvuyo Joyce , Setlalentoa Wendy ,   Faculty of Humanities, Central University of Technology (South Africa), Phindane Pule ,   Department of Languages and Social Sciences, Faculty of Humanities, Central University of Technology (South Africa)
Published: July 2021

The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.
EDUCATION AND TECHNOLOGY DURING COVID-19 TIMES
Authors:   Universidad Nacional Autónoma de México (Mexico), Dominguez-Perez Daniel Nicolas , Dominguez-Vergara Nicolas ,   Universidad Autónoma Metropolitana (Mexico)
Published: July 2021

It is difficult to separate technology from education because technology is embedded in teaching. The best technology for teaching is the one that does not interfere with the communication between the teacher and the students. In other words, it should be barely “noticeable” in how it is used, and easy enough to use that it does not require special training, such as window in a room to see the flowers outside, without interfering in any way. The technology used during an in-person classes is so basic, transparent, and simple, since it consists of a classroom, chairs, blackboard and pieces of chalk. However, a piece of chalk could break. In this case, the flow of information is interrupted; which is why the plastic whiteboards and markers are preferable and cleaner. An electronic board may seem to be better with its many improvements with computers; however, its higher technology could get in the way if it is not used properly. During the pandemic, different technologies, like computers and cell phones, connected to internet were massively used. Yet, computers and cell phones with the appropriate software and apps had an additional cost; with no guarantee of antivirus applications against viruses or worms, leaving aside protection for documents, software and hardware. On top of that, a Zoom, Google or any similar online platform was necessary. Using these platforms, other technologies had to be relied on, including Ethernet or a USB adapter. On the other hand, in developing countries before the pandemic, low-tech was used by most students to store and pass information to their peers and teachers. They would use mainly pens and notebooks to write notes, or CD-Rs or USB to pass information. However, during the pandemic, with the advances in internet speed, many students have now moved on to using e-mail and cloud drives where they can transport their files. All the electronics listed to make online education or tech-based education needed electricity to work. In other words: no electricity, no class; no electric supply or stored electricity in batteries, no class. In this paper we analyze the role of technology in education, and how this technology could enhance or obstruct the communication between the teacher and the students.
INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM
Authors:   Information Technology and Communication, Tampere University (Finland), Hosseini Zahra , Kinnunen Jani ,   Information Systems, Åbo Akademi (Finland)
Published: July 2021

Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.