ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning with and about Digital Technology in Later Life: A Socio-Material Perspective
Author: Rohner, Rebekka
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Information Technology,Technological Literacy,Adult Education,Older Adults,Aging (Individuals),Handheld Devices,Laptop Computers,Computer Use,Telecommunications,Educational Equipment,Educational Environment,Social Environment,Learning Processes,Foreign Countries

Literature has widely explored the learning processes with information and communication technology (ICT) in later life, mostly focusing on the individual learner rather than materialities--such as smartphones, notepads, and handouts. The aim of this paper is to introduce a socio-material perspective by focusing on the question: What role do materialities play in digital learning processes in later life? This paper draws upon a situation analysis of data from a qualitative multi-perspective study. Researchers conducted participatory observations of five ICT courses for older adults in Austria and semi-structured interviews with seven trainers and nine older participants (61-81 years). By identifying three social worlds (digital devices, education, and participants' everyday lives), the findings show how ICT-learning processes are embedded in the everyday lives of older adults and include not only digital, but also everyday materialities, such as pens, paper and books. These material convoys of digital learning in later life are vital in facilitating successful technology appropriation in later life.
Philosophy of Education in Times of Crises and Pandemics
Author: Papastephanou, Marianna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Emergency Programs,Pandemics,COVID-19,Immunization Programs,Politics,Democracy

In much of the philosophy of education today, diagnoses of socio-political pathologies underpin visions of a more desirable, democratic future. However, the very philosophical act of making an educational vision responsive to (and dependent on) crises of the times is rarely, if ever, critiqued. On the contrary, a pattern of standardised research steps is being consolidated, one that reflects medicalised politics of identifying a critically &quot;ill&quot; present, offering &quot;cures&quot; that promise a better future. In this article, it is argued that this pattern has major epistemic and political risks. It may jeopardise the quality of educational-philosophical research, and it may make philosophy of education overlook new, undemocratic politics. This article briefly discusses the pattern, and then the risks of the medical metaphors on which the pattern relies. One such risk concerns what counts as politically &quot;ill&quot; in &quot;pandemic times&quot;, and new polarisations, such as &quot;the vaccinated versus the unvaccinated&quot;, may thus be introduced. Finally, the article suggests that philosophy of education should consider some de-medicalisation of the notion of pandemics.
Digital Teaching Competence in Higher Education: A Systematic Review
Author: Fernández-Batanero, José María
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Teacher Competencies,Higher Education,Literature Reviews,Educational Technology,Technology Uses in Education,College Faculty,Foreign Countries,Barriers,Technological Literacy

Higher education is one of the educational stages most affected by digital technologies, whose constant development has produced a favourable atmosphere for new approaches regarding the teaching-learning processes. The aim of the study was to identify the most relevant findings that specialists have analysed in terms of the digital competences of university teachers, through the analysis of the scientific production of the specialised literature in the last decade (2009-2019). A search was carried out on the Web of Science (WoS) and Scopus databases following the guidelines of the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After applying the inclusion and exclusion criteria, the sample was made up of 20 articles. The main findings show the low level of digital competence among teachers and the need for training in both technological and pedagogical areas.
Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
Author: Torres, Joana
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Scientific Principles,Science Education,Elementary Secondary Education,Preservice Teachers,Graduate Students,Attitude Change,Intervention,Program Effectiveness,Biology,Geology,Public Colleges,Foreign Countries,Theory Practice Relationship

Currently, it is considered fundamental to improve students' views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students' learning experience. With the aim to improve prospective science teachers' views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers' classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers' lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers' views and some educational implications will be discussed.
Innovative Teaching Learning Approaches to Distance Education: Measuring Students Learning Perceptions
Author: Jamal, Bakht
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Innovation,Electronic Learning,Integrated Learning Systems,Homework,Instructional Effectiveness,Teaching Methods,Workshops,Internet,Graduate Students,Student Satisfaction,Barriers,Programming (Broadcast),Open Universities,Foreign Countries

This research study was designed to explore the teaching-learning approaches to distance education and measuring students' learning perceptions. Using the multi-stage sampling technique, eight hundred and two (802) students of the Master of Arts in a distance education university were taken using the universal sampling. Data were collected through a self-developed questionnaire. The validity and reliability were properly ensured. Descriptive statistics such as mean gained score and standard deviation were applied to analyze the data. The study found that the time for solving home assignments was enough but the students were confused about the procedure to upload it on the learning management system (LMS).Online workshops were conducted by using the learning management system (LMS) but communication flaws were found in using (LMS) Aaghai portal. The students were quite satisfied with teaching-learning techniques, TV and radio programs, and the study material. It was also concluded that the students were not satisfied with the conduction of the online workshop through LMS due to unstable internet, no familiarization with LMS and the slow process of the Aaghai portal. It is recommended that the AIOU may provide proper guidelines through the conduction of training about the use of technology for assignments and workshops purposes.
Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers
Author: Vázquez-Vílchez, Mercedes
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Games,Environmental Education,Preservice Teachers,Learner Engagement,Graduate Students,Secondary Education,Elementary Education,Curriculum Development,Curriculum Evaluation,Game Based Learning,Sustainable Development,Validity

This paper explores the value of cooperative games in enhancing knowledge and generating pro-environmental engagement in students. For this, an educational board game related to global change was developed, validated, and subsequently evaluated using future primary school teachers. The board game was validated and evaluated in two phases. Phase I (validation phase): students pursuing a Master's Degree in Secondary Education evaluated different aspects of the game, providing feedback that improved the game design and playing rules. Phase II (implementation-evaluation phase): the game was implemented using students of the Primary Education Degree, whose learning performance and engagement was assessed through a qualitative survey. These participants were considered potential users of the board game. The users' experience was explored using a theoretical framework for pro-environmental engagement through playing the game. The findings demonstrate that the cooperative game proposed fomented a feeling of personal responsibility for the environment in the users. It also fostered cognitive, emotional, and behavioral engagement in the players. The results agree with the attributes present in the framework of engagement with respect to climate-change-related issues using gaming. Game-based learning can be used as a tool for enhancing global change knowledge and promoting pro-environmental engagement while bolstering Education for Sustainability (EfS) capacity in future primary-school teachers.
Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-Based Intervention Approach
Author: Gervasoni, Ann
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Achievement Gap,Individualized Instruction,Instructional Effectiveness,Positive Attitudes,Elementary School Students,Grade 1,Young Children,Intervention,At Risk Students,Learner Engagement,Constructivism (Learning),Inclusion,Equal Education,Foreign Countries

In this paper we explore how participation in a constructivist-oriented, classroom aligned mathematics intervention program advanced the learning and positive dispositions of Grade 1 students who were failing to thrive when learning mathematics. Intervention programs are an approach to differentiated instruction that some schools adopt, but there are questions about whether such interventions advance equity and inclusion for students. To provide insight about these issues, we draw on data from the Extending Mathematical Understanding for All study in NSW, Australia (2016-2020) to address two research aims. The first aim was to evaluate the effectiveness of the EMU intervention approach for progressing the mathematics learning of students who were failing to thrive mathematically, and for closing the performance gap with their peers. The second aim was to consider the impact of participating in EMU intervention on students' dispositions for learning mathematics. The findings confirm the potential of intensive constructivist-based intervention approaches for closing the performance gap for students who were not thriving in mathematics, and for improving the learning dispositions of these students. However, two years after the intervention, the performance gap was again apparent for many students. It is likely that a one-off intervention program is not sufficient for enabling all students to thrive mathematically, and that well-focused classroom-based differentiated instruction and further intervention support may be warranted for some students.
Task Design for Differentiated Instruction in Mixed-Ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community
Author: Mellroth, Elisabet
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Problem Solving,Grouping (Instructional Purposes),Secondary School Teachers,Foreign Countries,Individualized Instruction,Communities of Practice,Mathematics Instruction,Faculty Development,Task Analysis,Heterogeneous Grouping,Student Needs,Teacher Attitudes

The aim of this study is to investigate task design for differentiated instruction in mathematics in professional learning communities. Based on the cultural-historical activity theory, we conceptualize a professional learning community as an activity system and use the analytical construct of contradictions to give an account of structures that bring forward the teachers' work. Eight Swedish upper secondary teachers, engaged in designing tasks for differentiated instruction in mixed-ability mathematics classrooms, are studied. The analysis outlines three contradictions, manifested as three dilemmas, and shows how the teachers, by noticing a dilemma and making it an explicit object of inquiry, came to address a diversity of issues related to differentiated instruction in mathematics. For example, the teachers addressed students' different learning needs, problem-solving activities for a mixed-ability classroom, and design of tasks that are challenging for all students. With input from our findings on the three dilemmas, we then discuss the design of a task analysis guide as a means for facilitating the development of a professional learning community that is inquiry-oriented with a strong content focus on designing tasks for differentiated instruction in mixed-ability mathematics classrooms.
Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches
Author: Fitzgerald, Louise
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Mathematics Instruction,Ability Grouping,Mathematics Teachers,Teacher Attitudes,Attitude Change,Barriers,Beliefs,Faculty Development,Pedagogical Content Knowledge,Teacher Role,Mathematics Achievement

Both in New Zealand and internationally, there has been a focus on the use of differentiation in mathematics instruction to raise achievement levels and provide equitable outcomes. New Zealand has a long history of the use of ability grouping to provide differentiation. Recently, this practice has been challenged in a large scale professional learning and development (PLD) initiative entitled Developing Mathematical Inquiry Communities (DMIC) which focuses on shifting to strength-based, capability focused heterogeneous grouping practices. This article draws on a case study of five teachers involved in the DMIC PLD initiative to examine the enabling factors and barriers to shifting teacher beliefs in relation to mathematical ability grouping. The findings indicate the persistence of teacher beliefs related to fixed ability levels in mathematics. Assessment practices focusing on narrow domains in regard to success in mathematics appeared to act as a barrier to changing teacher beliefs. In contrast, a focus on strengths that students brought to a mathematical task and collaborative group-work appeared to be a key enabling factor to change in teacher beliefs and practices. A key implication of the article is that changes to assessment practices are required alongside changes to pedagogical practices to support teachers to move from gap gazing to recognising multiple strengths in the mathematics classroom.
Self-Study of a Mathematics Learning Consultant: Supporting Teachers to Plan Lessons for Implementing Differentiation in the Classroom
Author: Hubbard, Jane
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Individualized Instruction,Consultants,Lesson Plans,Pedagogical Content Knowledge,Self Evaluation (Individuals),Theory Practice Relationship,Instructional Effectiveness

There is widespread belief that addressing differentiation within classroom practice is critical for school improvement in mathematics. School mathematics leaders and consultants are faced with the challenge of interpreting the various models of differentiation that are presented throughout professional learning programs and aligning these with existing beliefs and cultures within schools. This paper reports on a self-study of a learning consultant who supported primary mathematics teachers to plan lessons for implementing differentiation in their classrooms and aims to highlight the Mathematical Knowledge for Teaching (MKT) required to lead such planning sessions. Over three weeks, a mathematics consultant assisted teaching teams across three different schools by facilitating planning meetings. The consultant recorded self-reflections after each session and the qualitative data were coded to identify the categories of MKT the consultant relied on during her interactions with teachers. Overall, the results highlight the dominance of three categories, Knowledge of content and students (KCS), Knowledge of content and teaching (KCT) and Specialised content knowledge (SCK) emphasised by the consultant, as well as the influence different contexts had in developing a shared understanding of differentiated learning in mathematics. The findings have implications for ways in which schools and facilitators develop strategies that comprehensively support teachers to plan suitable differentiated lessons for their students. Furthermore, this study highlights the need to develop greater understanding around models of planning that adequately support teachers to plan effectively for differentiating instruction in mathematics.
Making Scientific and Technical Materials Pervasively Accessible
Author: White, Jason J. G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Materials,Accessibility (for Disabled),Educational Policy,Educational Practices,Standards,Resource Materials,Science Education,Information Technology,Desktop Publishing,Electronic Publishing,STEM Education

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation. Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. These developments include the establishment of accessibility requirements for e-books and e-readers under the European Accessibility Act, the potential role of process-oriented accessibility standards such as ISO/IEC 30071- 1:2019, and opportunities for enhancing the standards applicable to scientific materials via future revisions of the World Wide Web Consortium's Web Content Accessibility Guidelines (WCAG). The accessibility of scientific and technical content is ultimately supported by several interrelated human rights recognized in international disability rights law, which constitute a foundation for further evaluation and development of policies. It is argued that attaining pervasive accessibility in scientific and technical fields requires an unprecedented level of commitment and collaboration among educators, scientists, content and software producers, regulators, and people with disabilities.
Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research
Author: Hoffman, James V.
Date: 2021-11-00
Type: Journal Articles
Subjects: Reading Research,Theory Practice Relationship,Cultural Awareness,Bilingualism,Language Arts,Language Research,Educational Trends,Trend Analysis,Commercialization,Reading Instruction,Race,Scientific Attitudes,Humanization

This report reflects a panel presentation and discussion at the 2020 Literacy Research Conference focused on the science of reading (SoR). Each panelist presents a summary of the presentation and incorporates the comments of the Literacy Research Association (LRA) members attending the session virtually and posting in the chat room. Each presentation takes a critical stance on the possibilities for expanding the lens for the SoR. Concerns are raised regarding the narrow interpretation of the SoR and impact of this narrow conception on research, theory, and practice.
The PLAYground: An Online Summer Camp for Deaf and Hard of Hearing Children
Author: Monson, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Camps,Summer Programs,Deafness,Hearing Impairments,Play,Teaching Methods,Learning Activities,Accessibility (for Disabled),Videoconferencing

The PLAYground summer camp was developed by the Playful Learning Lab (PLL) at the University of St. Thomas, an undergraduate research group with a focus on learning through play. Through a partnership with a local school serving deaf and hard of hearing students, the PLAYground was designed to provide content to the deaf and hard of hearing community. Over the course of 8 weeks, 84 students were provided with materials that correspond with activities on the website. Each activity is accompanied with a lesson plan and video, both of which are available in English, American Sign Language, Spanish, and Arabic. Students participating in the PLAYground also had the option to meet with camp counselors via Zoom weekly to build community and create together.
Making Environmental Education Accessible for All Students: Inclusion of Students with Emotional and Behavioral Disabilities
Author: Dupuis, Juliann
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Accessibility (for Disabled),Inclusion,Students with Disabilities,Emotional Disturbances,Behavior Disorders,Learner Engagement,Teaching Methods,Peer Relationship,Cooperative Learning

One of the most difficult tasks of an educator is engaging students in rigorous learning opportunities. A greater challenge is finding ways in which environmental education can be accessible to all students, especially those with Emotional and Behavior Disorders. This article and lesson provides best practices for engaging students with Emotional and Behavioral Disabilities in environmental concepts through varied representations and expressions of content. In addition, teaching collaborative protocols to fully engage students with social skills challenges within the local environment are discussed. The instructional approaches are aligned to increasing academic discourse, building positive peer-peer relationships, and observation using multiple modalities.