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Fueyo, Vivian, George Roy und Phillip Vahey. „SunBay Digital Mathematics“. Educational Renaissance 1, Nr. 2 (19.02.2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.
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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.
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Kim, Jiyeon J., Judy Chia-Chun Yuan, Cortino Sukotjo und Stephen D. Campbell. „Survey of Current Predoctoral Removable Partial Denture Curriculum in the United States“. Prosthesis 3, Nr. 2 (01.05.2021): 119–28. http://dx.doi.org/10.3390/prosthesis3020013.
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The purpose of this survey was to determine removable partial denture (RPD) framework design concepts, new materials, and digital technology that are currently being taught in the predoctoral RPD curriculums in the U.S. dental schools. A questionnaire including RPD framework design concepts, materials, and digital technology was created on Qualtrics. The link to the questionnaire was distributed by email in May 2018 to U.S. dental schools. Thirty-nine of the sixty-six schools responded, yielding a response rate of 59%. Most schools are utilizing textbooks by McCracken and/or Stewart as their primary reference (90%). Only a few schools teach incisal rest (24%) and intra-coronal retainers (8%) in the clinic. The majority of schools teach three or less clasp assembly variations for distal extension RPD scenarios and utilize altered cast impression techniques only for selective patient scenarios. Half of schools currently utilize digital technology in their RPD curriculum. Although twenty-five schools (69%) indicated that implant-assisted RPD (IARPD) is being taught in the curriculum, only nineteen of them teach IARPDs in the clinic. Half of schools are utilizing non-metal clasp denture (NMCD) in their curriculum; most of these school provide this treatment as immediate/interim partials or long-term interim partials. Many U.S. dental schools are simplifying RPD design concepts and principles that are being taught. More schools are introducing new concepts and materials such as IARPD and NMCDs while incorporating digital technology in their predoctoral RPD curriculum.
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Jesse, Dr Samuel Nyaga, Prof John Nyamai Maundu und Prof Nicholas Wanjala Twoli. „INFLUENCE OF CURRICULUM DIGITAL CONTENT UTILISATION ON LEARNERS’ ASSESSMENT AND ACHIEVEMENT IN BIOLOGY AMONG SECONDARY SCHOOLS IN KENYA“. International Journal for Innovation Education and Research 6, Nr. 7 (31.07.2018): 121–35. http://dx.doi.org/10.31686/ijier.vol6.iss7.1093.
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The curriculum support materials used in an instructional process may influence assessment and achievement of learners. Curriculum support materials are both print and electronic in nature. One of the main electronic curriculum support materials used in schools is interactive digital content. In recent years, there has been rapid expansion in curriculum digital content access and utilization in Kenyan schools. However, little has been done to establish how utilization of curriculum digital content in the instructional process influences learners’ assessment and achievement. The study reported in this paper therefore investigated the influence of curriculum digital content utilisation on secondary school learners’ assessment and achievement in Biology. It was guided by two specific objectives including to: investigate the influence of the utilisation of Biology digital content on learners’ assessment and examine the influence of the utilisation of Biology digital content on learners’ achievement. A mixed methods approach that employed triangulation design was used in this study. Data was obtained from fifteen Economic Stimulus Programme-ICT phase 1 secondary schools in Nairobi County. Three instruments including Biology teacher questionnaire, learners’ focus group discussion guide and documents analysis sheet were used for data collection. The collected data was analyzed using both descriptive and inferential statistics and presented in form of notes, tables, and graphics. This study found out that most assessment aspects improved with curriculum digital content utilization. In addition, utilisation of curriculum digital content had a positive influence on the achievement of secondary school learners in Biology. The study recommended that all schools, and not only ESP-ICT schools, be provided with proper infrastructure to enable learners and teachers access and utilize curriculum digital content in the instructional process. This would enhance assessment modes and learners achievement in secondary schools in Kenya.
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Abioye, Abiola, James Lowry und Rosemary Lynch. „Digital Curation Education at the Universities of Ibadan and Liverpool“. International Journal of Digital Curation 14, Nr. 1 (11.09.2019): 24–61. http://dx.doi.org/10.2218/ijdc.v14i1.556.
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This article presents the findings of the Ibadan/Liverpool Digital Curation Curriculum Review Project, a research project conducted to formally benchmark the teaching of digital curation in the archival education programmes at the University of Liverpool, United Kingdom and the University of Ibadan, Nigeria. It provides background to the history and establishment of both universities and the development of their archives curricula. A matrix was developed using the DigCurV Curriculum Framework to assess whether digital curation skills and knowledge outlined in the framework are being taught, practised and tested in the Master’s programmes. These skills and knowledge were assessed according to the four domains outlined in DigCurV: Knowledge and Intellectual Abilities (KIA), Personal Qualities (PQ), Professional Conduct (PC), and Management and Quality Assurance (MQA), to levels appropriate to practitioners and managers. The exercise identified skill and knowledge areas where teaching materials could be shared between the universities, and areas where new materials are needed.
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Puttick, Gillian, Brian Drayton und Joan Karp. „Digital Curriculum in the Classroom: Authority, Control, and Teacher Role“. International Journal of Emerging Technologies in Learning (iJET) 10, Nr. 6 (16.12.2015): 11. http://dx.doi.org/10.3991/ijet.v10i6.4825.
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With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.
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Choppin, Jeffrey, und Zenon Borys. „Trends in the design, development, and use of digital curriculum materials“. ZDM 49, Nr. 5 (08.04.2017): 663–74. http://dx.doi.org/10.1007/s11858-017-0860-x.
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Mubarak Al-Awidi, Hamed, und Fayiz M Aldhafeeri. „Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools“. Journal of Information Technology Education: Research 16 (2017): 105–26. http://dx.doi.org/10.28945/3685.
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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.
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Saputra, Bachtiar Adi, und Nurdiansyah Nurdiansyah. „Penguatan Literasi Digital melalui Model Pengembangan Kurikulum SMA Islam Berbasis Media Digital di Era 4.0“. ISLAMIKA 2, Nr. 1 (31.01.2020): 36–45. http://dx.doi.org/10.36088/islamika.v2i1.483.
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This paper aims to describe the strengthening of digital literacy through the development of digital media based Islamic high school curriculum in facing the challenges in 4.0 era. The method used in this study uses a qualitative descriptive approach with data collection techniques through direct observation and interviews. Based on the results of first observations at SMA Muhammadiyah 1 Park, the condition of the school has the potential that has not been maximized, namely the use of digital media in learning. Strengthening digital literacy is done through a model of curriculum development based on digital media in designing objectives, materials, strategies and evaluating learning. The digital literacy component that is the focus of research includes skills in information literacy and media literacy; digital scholarship skills, media literacy, learning skills, ICT literacy through guided assignments using digital media; and communication and collaboration skills through the active participation of students by using their digital media to collaborate and communicate in learning. This research is expected to make a positive contribution in the model of curriculum development in Islamic high schools that is in line with the times, through strengthening digital literacy to face challenges in 4.0 era.
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Remillard, Janine T., Michael Manganello und Amber Daniel. „A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources“. Journal for Research in Mathematics Education 49, Nr. 2 (März 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.
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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.
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Zaver, F., A. Thomas, S. Shahbaz, A. Helman, E. S. Kwok, B. Thoma und T. M. Chan. „LO14: The CanadiEM Digital Scholars Program: An innovative international digital collaboration curriculum“. CJEM 19, S1 (Mai 2017): S32. http://dx.doi.org/10.1017/cem.2017.76.
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Introduction/Innovation Concept: Digital media are a new frontier in medical education scholarship. Asynchronous education resources facilitate a multi-modal approach to teaching, and allows residents to personalize their learning to achieve mastery in their own time. The CanadiEM Digital Scholars Program is a nationwide initiative that provides residents with practical experiences in creating digital educational materials under the supervision of experts in the field. The program allows for collaboration and access to mentorship from top digital educators from across North America. Methods: Interested residents accepted into the program spent a period of their PGY4 year completing modules developed in the theory and science behind digital education. Four modules, developed in an iterative process, have been built on the topics of podcasting, blogging, digital identity, and patient communication. Each fellow was supervised members of the CanadiEM team, a faculty member from the resident’s home institution, and digital experts from across North America. Curriculum, Tool, or Material: The first fellow completed all aspects of the designed curriculum. Above this, he also engaged in blog content creation, initiated research on digital scholarship, and managed the editorial section of CanadiEM. The second fellow is currently halfway through his year (and is expected to complete the program within the year) and has co-authored 30 blog posts and 53 podcasts in 6 months. Conclusion: The CanadiEM Digital Scholars Program utilizes a novel approach to foster development of digital educators utilizing experts across North America. We have demonstrated the feasibility and sustainability with our initial pilot years. This program is being scaled next year to include two scholars per year, which will facilitate cross-collaboration between the scholars.
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Gonçalves, Lina Maria, Augustus Caeser Frank Portella und Mateus Dos Santos Limeira Luz. „SOFTWARES LIVRES E EQUIPAMENTOS MANUFATURADOS: possíveis recursos para a integração curricular das TDIC“. Revista Observatório 5, Nr. 1 (14.01.2019): 455–77. http://dx.doi.org/10.20873/uft.2447-4266.2019v5n1p455.
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Este artigo relata uma experiência de formação de professores, com ênfase no pensamento computacional, via produção de videoaulas. Foi criado um estúdio de multimídia utilizando os recursos tecnológicos do LIFE (computador, projetor multimídia, TV e lousa digital) e mecanismos manufaturados de materiais alternativos. Também foram priorizados os softwares e plataformas livres, descritos neste artigo. As videoaulas produzidas pela turma piloto mostraram que a integração curricular das mídias digitais, apesar de carecer de políticas públicas comprometidas com um processo de médio e longo prazo, pode ser potencializada via recursos existentes nas instituições educacionais e pela criação de redes de compartilhamento dos produtos e práticas desenvolvidas.
PALAVRAS-CHAVE: tecnologias digitais; pensamento computacional; videoaulas, formação de professores; materiais alternativos.
ABSTRACT
This article reports an experience of teacher training, with an emphasis on computational thinking, through videotape production. A multimedia studio was created using the technological resources of LIFE (computer, multimedia projector, TV and digital slate) and manufactured mechanisms of alternative materials. We also prioritized the softwares and free platforms, described in this article. The videotapes produced by the pilot group have shown that the curriculum integration of digital media, despite lacking public policies committed to a medium and long term process, can be enhanced through existing resources in educational institutions and through the creation of networks of sharing of products and practices.
KEYWORDS: digital technologies; computational thinking; videotapes, teacher training; alternative materials.
RESUMEN
Este artículo relata una experiencia de formación de profesores, con énfasis en el pensamiento computacional, vía producción de videojuegos. Se creó un estudio multimedia utilizando los recursos tecnológicos de LIFE (ordenador, proyector multimedia, TV y pizarra digital) y mecanismos manufacturados de materiales alternativos. También se han priorizado los softwares y plataformas libres, descritos en este artículo. Las videocas producidas por la clase piloto mostraron que la integración curricular de los medios digitales, a pesar de carecer de políticas públicas comprometidas con un proceso de mediano y largo plazo, puede ser potencializada a través de recursos existentes en las instituciones educativas y por la creación de redes de distribución de los productos y prácticas desarrolladas.
PALABRAS CLAVE: Tecnologías digitales; Pensamiento computacional; videoconferencia, formación de profesores; materiales alternativos.
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Robinson Situmorang, Cecep Kustandi,. „PENGEMBANGAN DIGITAL LIBRARY SEBAGAI SUMBER BELAJAR“. Perspektif Ilmu Pendidikan 27, Nr. 1 (18.04.2013): 60. http://dx.doi.org/10.21009/pip.271.8.
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Abstract: In the era of information and communication technology (ICT) every institution, including library,competes in integrating technology to develop and empower ICT based application in the library containing digitallearning resource. This research focused on developing Digital Library as a students’ learning resource to assistthem to search digital information. Applying ADDIE Model, the research took place at Curriculum and EducationalTechnology Program, The School of Education, The State University of Jakarta, in March – September 2012 followingthe steps: analysing the students’ need, designing, developing, implementing, and evaluating the product.The result of the development of the application database for the digital library is the the development of open sourcewhich has applied International Standard, AACR. The software is called SliMS (Senayan Library ManagementSystem). SliMS is an Open Source Software (OSS) web based and designed specifically to meet the need for libraryautomation at small to big scales. Digital Library of Curriculum and Educational Technology Program, The Schoolof Education, The State University of Jakarta is beneficial for the staff and students in searching references andinstrucional materials.
Key words: ICT, digital library, ADDIE, instruction.
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EROL, Hüseyin. „A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy“. International Journal of Higher Education 10, Nr. 5 (30.04.2021): 101. http://dx.doi.org/10.5430/ijhe.v10n5p101.
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This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials, this method was believed to be appropriate. The study is limited to social studies course books that re taught to the 4th, 5th, 6th and 7th grade students in Adıyaman province of Turkey in the 2020-2021 academic year. The study found that among the skills included in the social studies curriculum, digital literacy and media literacy skills are included. Four learning outcomes in the curriculum (no: 5.4.1, 5.4.2, 5.4.3. and 7.5.6.) are associated with digital literacy and 3 learning outcomes (no: 5.4.2, 6.7.4, 7.1.3.) are associated with media literacy. Among all learning outcomes in the curriculum (127 learning outcomes), the digital literacy and media literacy are included at a rate of 5.51%. The contents on digital literacy and media literacy were not distributed balancedly in the social studies course books and the contents that could be associated with digital literacy and media literacy in the social studies course books of the 5th and 7th grades were included. Of the contents in the 5th and 7th grade social studies course books, 6.6% were related to digital literacy and 6.24% were related to media literacy. However, there were no content in the 4th and 6th grade social studies course books that could be associated with digital literacy or media literacy. On the other hand, the contents related to digital literacy and media literacy in the social studies course books were consistent with the learning outcomes in the curriculum. The number of learning outcomes regarding these two literacy types can be increased in the curriculum. The number of contents about digital literacy and media literacy can be increased in the social studies course books to be published. The contents on digital literacy and media literacy at every class level (4th, 5th, 6th and 7th grade) provided with social studies course can be distributed equally.
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de Araujo, Zandra, Samuel Otten und Salih Birisci. „Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?“ ZDM 49, Nr. 5 (30.06.2017): 687–99. http://dx.doi.org/10.1007/s11858-017-0872-6.
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Hidson, Elizabeth. „Pedagogy by proxy: teachers’ digital competence with crowd-sourced lesson resources“. Pixel-Bit, Revista de Medios y Educación, Nr. 61 (2021): 197–229. http://dx.doi.org/10.12795/pixelbit.88108.
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This study explores how teachers of Information and Communications Technology (ICT) faced with a major National Curriculum change were able to teach the new elements of the programmes of study. A multiple case study involving nine experienced teachers was carried out, using thematic analysis to explore audio-visual and documentary data from lesson planning sessions captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used digital materials and accessed online communities of practice to develop crowd-sourced curricula. The results reveal that the alignment of teachers’ digital competence with their need to assimilate unfamiliar but necessary concepts into the pedagogical reasoning process facilitated the teachers in developing sufficient subject knowledge and pedagogical content knowledge (PCK). Knowledge deficits slowed down the fluency of teachers’ lesson-planning processes, but the location and use of crowd-sourced resources helped them to develop PCK. The teachers’ digital competences in sourcing suitable teaching resources from their communities of practice allowed the development of pedagogy by proxy.
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Darragh, Janine Julianna, Gina Mikel Petrie und Stan Pichinevskiy. „Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution“. International Journal of Designs for Learning 12, Nr. 2 (16.06.2021): 137–48. http://dx.doi.org/10.14434/ijdl.v12i2.31161.
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Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.
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Young, Amy D., Louann Terveer, Faye Stewart, Simone Pfleger, Maureen O. Gallagher und Brigetta M. Abel. „Diversity, Social Justice, and Accessibility in Grenzenlos Deutsch: Reflections on Digital Curation“. Seminar: A Journal of Germanic Studies 57, Nr. 3 (01.08.2021): 303–9. http://dx.doi.org/10.3138/seminar.57.3.forum003.
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Grenzenlos Deutsch ( GD) is an open educational resource (OER) that functions as a digital archive. Considerations of equity, social justice, and accessibility inform decision-making and workflow at all stages of fashioning the GD curriculum as a no-cost alternative to traditional beginning German textbooks. In this essay, six members of the GD team reflect on digital curation, considering how the team’s collective identities, values, and instructional goals intersect with the processes of creating and curating the curriculum, particularly the production and preservation of audiovisual material such as images, interviews, and videos as learning objects. Although these learning objects constitute a public archive, they also mark events of personal and collaborative significance in the private and professional lives of the GD collective, whose members played varying roles in producing these instructional materials.
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Nahar, Nurun, und Duncan Cross. „Students as partners in e-contents creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials“. International Journal for Students as Partners 4, Nr. 1 (07.04.2020): 109–19. http://dx.doi.org/10.15173/ijsap.v4i1.3775.
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In order to enable learners to take control of their learning needs and actively contribute in their learning processes, educators can partner with students in various reciprocal student-staff partnership (SSP) settings where students can be co-creators, co-producers, curators, or co-deliverers of the curriculum. Our project, undertaken to enhance the curriculum as part of a teaching qualification, places emphasis on educators partnering with first-year undergraduate students over e-content creation within an existing module, using readily accessible digital applications in order to promote active learning in students and improve student engagement. In this case study, we evaluate the extent to which SSP, as an approach to the creation of e-learning materials using digital applications, enhanced learning and student engagement in an existing module. Our student partners perceived SSP to be an excellent platform for learning, actively engaging in the classroom, and developing skills such as communication and digital literacy. However, they expressed some concerns about overcoming the traditional hierarchies within our SSP initiative
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Branham, Cassandra Ann, Sally Blomstrom, Lori Mumpower, Kimberly Kissh, Jaclyn Wiley, Yunxiao Liu, Kody Miller, Zachary Bryant und Brian Reedy. „Digital studio tutors as partners“. International Journal for Students as Partners 3, Nr. 1 (07.05.2019): 140–49. http://dx.doi.org/10.15173/ijsap.v3i1.3466.
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This case study examines an initiative at a STEM-focused university where a Digital Studio was developed in response to a perceived lack of digital literacies among students. Digital Studio tutors partnered with faculty, students, and the Center for Teaching and Learning Excellence to improve instruction and enhance students’ communication and digital literacy skills. Digital Studio tutors acted as partners in several ways, including developing training materials, conducting on-campus outreach, and contributing to curriculum development and content delivery in a Speech course. Ultimately, we observed that positioning Digital Studio tutors as partners enhanced the learning experience for all involved. The tutors’ skills, knowledge, and approaches complemented those of the faculty member to help students achieve the learning outcomes of the course, while also allowing the tutors and the faculty director to enhance their own digital literacy skills through their involvement in the Digital Studio.
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Callahan, Cory, James B. Howell und Lamont E. Maddox. „Selecting and designing visual curriculum materials for inquiry-based instruction“. Social Studies Research and Practice 14, Nr. 3 (18.11.2019): 321–34. http://dx.doi.org/10.1108/ssrp-08-2019-0042.
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Purpose Visual documents (e.g. maps, editorial cartoons, historical photographs, portraits, documentary films, historically-based movies, etc.) are common curriculum resources within social studies classrooms; however, only recently scholars have begun to systematically research ways to more authentically and powerfully center instruction around visual documents. Here, the purpose of this paper is to synthesize relevant lines of inquiry into research-based, wise-practices for selecting and designing visual curriculum materials to help social studies students and teachers think about social phenomenon deeply and in more disciplinary-specific ways. Design/methodology/approach The authors share recent scholarship that has posited explanations for why visual data tend to afford learners especially powerful opportunities to think critically about the world around them. Throughout the discussion, the authors integrate applicable research-based principles that can guide the selection and design of visual curriculum materials. Findings Scholars have suggested that visual documents are rarely introduced in educational settings as a means to develop the thinking skills of decoding, interpreting and evaluating pictorial information. The authors argue that these skills are vital civic competencies because the creation and critique of non-written information often mediates modern public issues and social identities. Research limitations/implications Informed by strong, consistent research into multimodal learning, visual literacy and the cognitive sciences, the wise-practice scaffolding suggestions the authors provide may help professionals with an interest in social studies education to synthesize theory-based suggestions with practice-based implementations as it concerns visual documents. The authors hope the guidance shared here helps teachers, teacher educators and curriculum designers produce high-quality resources that will engage contemporary students and help them develop civic competence. Originality/value First, the authors posit a research-based template, or planning checklist, of wise-practice suggestions to help social studies teachers, teacher educators and curriculum designers select visual documents. The authors then share several digital collection archives that teachers can visit to locate powerful visuals and describe research-based suggestions for designing them for dynamic implementation. Finally, the authors argue for more deliberative space in the social studies curriculum and classroom time for teachers to explore the educative power of centering inquiry-based instruction around visual information.
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Mulyono, Herri, und Devi Nur Vebriyanti. „Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach“. Journal of ELT Research 1, Nr. 1 (19.01.2016): 1. http://dx.doi.org/10.22236/jer_vol1issue1pp1-20.
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This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.
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Oujezdský, Aleš. „Optimizing Video Clips in Educational Materials“. International Journal of Information and Communication Technologies in Education 1, Nr. 2 (01.11.2012): 68–79. http://dx.doi.org/10.1515/ijicte-2012-0006.
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Abstract The use of videos from digital camcorders has become a standard in education in recent years. The curriculum is easily accessible and appeals to a wider audience. The lessons use videos of various physical processes and chemical experiments. However there can be problems with this format. The video quality is often degraded in the final stage when the video is being prepared for placement in education. These include teaching materials in the form of web pages, elearning courses or flash multimedia objects. The final product of editing video from a digital camcorder is a DVD video. However, if we want to transfer this to the Web or other educational material, it is necessary to remove non-square pixels, interlaced video and choose the appropriate compression. For these operations, there are many interpolation algorithms (nearest neighbour, bilinear interpolation, bicubic interpolation), filter deinterlacing (wave, bob, blend), and compression tools. By selecting appropriate settings for these parameters, the video material can be optimized while maintaining the highest possible image quality. The final step before publishing the video is its conversion into one of the used codecs. Codec’s settings will largely impact the final quality and size of the video-clip.
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Walsh, John P., Jerry Chih-Yuan Sun und Michelle Riconscente. „Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science“. CBE—Life Sciences Education 10, Nr. 3 (September 2011): 298–308. http://dx.doi.org/10.1187/cbe.11-03-0031.
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Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion– and Adobe Flash–based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.
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Liu, Eric Zhi Feng. „Avoiding Internet Addiction when Integrating Digital Games into Teaching“. Social Behavior and Personality: an international journal 39, Nr. 10 (01.11.2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.
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The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.
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Prextová, Tatiana, und Alena Knyblová. „Interactive Material for Mathematics Instruction“. International Journal of Information and Communication Technologies in Education 7, Nr. 1 (01.05.2018): 30–38. http://dx.doi.org/10.2478/ijicte-2018-0004.
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Abstract The education area is developing constantly, with innovative approaches to instruction emerging all the time. Digital technology, programs, software and all kinds of applications are used on a daily basis not only in informatics instruction, but also in humanities subjects such as history, foreign language, etc. Since working with modern technology comes naturally for today’s students, they find instruction which uses interactive elements more attractive as it is more active, dynamic and visual. The paper is aimed at interactive study materials which could be used in upper primary school mathematics instruction. The created interactive study materials should make instruction more effective and encourage students to be more active in class. Our proposals are based on the 7th grade curriculum. The created materials will be based on the key didactic principles, curriculum and teachers’ ideas and requirements. Moreover, the created materials will be implemented into instruction. Afterward, the materials will be evaluated by both teachers and students through a questionnaire survey.
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Machado, Ana Maria, und Ana Albuquerque e Aguilar. „Teaching digital literature: Alice Inanimada em Portugal“. Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, Nr. 1 (28.10.2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.
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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience and reception of the work by students and teachers, and the teacher training course created to respond to the challenges of teaching a digital literary work, in partnership with the Portuguese National Reading Plan – PNL2027, thereby filling a gap in this area, in Portugal. In addition to a reflection on all the research stages, we will present the plans for the future of the project.
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Smyrnova-Trybulska, Eugenia. „Development of prospective preschool and primary school teachers in the area of ICT use in education“. e-mentor 90, Nr. 3 (Juli 2021): 32–42. http://dx.doi.org/10.15219/em90.1520.
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The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.
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Khusniyah, Nurul Lailatul. „English Extensive Reading Material Needs in Digital Era“. AL-ISHLAH: Jurnal Pendidikan 13, Nr. 1 (25.06.2021): 763–68. http://dx.doi.org/10.35445/alishlah.v13i1.560.
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Material is the main needs for the teaching and learning process. Advanced technology has influenced the paradigm of material presenting. This study was to identify material needs for English extensive reading course in the digital era. The study used a qualitative approach through the descriptive qualitative method. Data is taken from observation, interview, and questionnaire. Data validity used triangulation and analysis data used data reduction, data display, and taking conclusion. The findings concluded that the need 0f teaching materials for learning extensive reading in English must be under the curriculum so that students can answer global challenges, the industry, technological developments, and changes in human life that continue to develop. The presentation of the material is also directed at implementing digital facilities that are easily accessible to students. The results of the study also have implications for exploring the ability to read digital sources and variations of material according to student needs or globalization competition.
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Firmansyah, Feri Hidayatullah, Sekar Nurul Fajriyah Aldriani und Elsya Roziana Dewi. „Pengembangan Multimedia Pembelajaran Interaktif untuk Mata Pelajaran Matematika untuk Kelas 5 Sekolah Dasar“. Edsence: Jurnal Pendidikan Multimedia 2, Nr. 2 (15.12.2020): 101–10. http://dx.doi.org/10.17509/edsence.v2i2.29783.
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The learning process during a pandemic requires teachers to be more interactive in making online learning media. The government has designed the Covid Emergency Curriculum, which is that educational units in their current condition can choose one of the several components needed in the learning process, namely still referring to the national curriculum, using the emergency curriculum, or making curriculum simplification independently. For curriculum simplification, only the main material in learning activities needs to be conveyed, while for practice it can be independently or through an application media. This study aims to create an augmented reality-based learning media on geometry in mathematics subjects for grade 5 elementary school. This media can make it easier for students to understand the shapes with augmented reality and there is a learning video feature that also explains the material presented by the teacher. With the black box white box method, the application is developed by adjusting the curriculum simplification planned by the government. Features in the application include objectives and materials, learning videos, augmented reality simulations and integrated with Google Classroom as a learning evaluation platform. The results of this research are digital applications that can be accessed from the web or android applications.
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ONG, Patricia A. L. „Visual Research Methods: Qualifying and Quantifying the Visual“. Beijing International Review of Education 2, Nr. 1 (03.04.2020): 35–53. http://dx.doi.org/10.1163/25902539-00201004.
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The role of visual research methods in ethnographic research has been significant, particularly in place-making and representing visual culture and environments in ways that are not easily substituted by text. Digital media has extended into mundane, everyday existences and routines through most noticeably the modern smartphone, social media and digital artefacts that have created new forms of ethnographic enquiry. Ethnographers have engaged in this relatively new possibility of exploring how social media and new technologies transform the way we view social realities through the digital experience. The paper discusses the possible role of visual research methods in multimethod research and the theoretical underpinning of interpreting visual data. In the process of interpreting and analysing visual data, there is a need to acknowledge the possible ambiguity and polysemic quality of visual representation. It presents selectively the use of visual methods in an ethnographic exploration of early childhood settings through the use of internet-based visual data, researcher and participant-generated visual materials and media, together with visual-elicited (e.g. drawings, still images, video clips) information data through several examples. This approach in ‘visualizing’ the curriculum also unveils some aspects of the visual culture or the ‘hidden curriculum’ in the learning environment.
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Merwade, V., und B. L. Ruddell. „Moving university hydrology education forward with community-based geoinformatics, data and modeling resources“. Hydrology and Earth System Sciences 16, Nr. 8 (02.08.2012): 2393–404. http://dx.doi.org/10.5194/hess-16-2393-2012.
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Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that data and modeling driven geoscience cybereducation (DMDGC) approaches are essential for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve science, technology, engineering, and mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials, integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.
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Merwade, V., und B. L. Ruddell. „Moving university hydrology education forward with geoinformatics, data and modeling approaches“. Hydrology and Earth System Sciences Discussions 9, Nr. 2 (29.02.2012): 2601–28. http://dx.doi.org/10.5194/hessd-9-2601-2012.
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Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.
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Vuță, Daniela Roxana. „AUGMENTED REALITY TECHNOLOGIES IN EDUCATION - A LITERATURE REVIEW“. SERIES V - ECONOMIC SCIENCES 13(62), Nr. 2 (21.12.2020): 35–46. http://dx.doi.org/10.31926/but.es.2020.13.62.2.4.
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"Digital technologies advancements have reshaped the framework of the traditional classroom and taken educational curriculum to a different new level. More than ever, the education systems all over the world, strongly affected by the shock of the COVID-19 crisis, need to rely on innovation and digital resources. Augmented Reality (AR) technology can enable educators and students to access specialised materials beyond time and space. This paper presents a systematic review of literature on AR in education in the last 3 years. In total 30 research papers were analysed in this review, by using the content analysis method. Further research topics concerning the affordances of AR applications in education have been identified. "
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Rivers-Latham, Monica Jane, Helen Singer und Louise Conway. „Library SkillUP“. Journal of Information Literacy 14, Nr. 1 (05.06.2020): 84. http://dx.doi.org/10.11645/14.1.2745.
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This project report describes the workflow model used at the University of Hertfordshire to develop and test a suite of new digital information skills materials for students. The approach taken was informed by findings from the Jisc Student Digital Experience Tracker and good practice from Jisc’s NUS Benchmarking tool. Content was mapped against the digital information literacy segment of Jisc’s Digital Capabilities framework and CILIP’s information literacy definition. The project set out to reuse, refresh and repurpose existing online resources and identify new content where necessary to provide a set of up to date learning objects, which academics could easily embed at point of need into their programmes of study, according to the university’s Guided Learner Journey principles. The project also sought to make an informed decision around which digital technology/platform to use for content creation. Due to the required functionality, Instructure’s Canvas, which is already used by the university for all its courses, was chosen as a platform for the materials. The team used University College London’s ABC Learning Design methodology to design the curriculum and writing teams followed a pedagogical approach to create content and interactive learning elements for the Canvas Library SkillUP module. Students were consulted and provided feedback at all stages of the project.
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Yu, Ka Chun, Kamran Sahami, Victoria Sahami und Larry C. Sessions. „Using A Digital Planetarium For Teaching Seasons To Undergraduates“. Journal of Astronomy & Earth Sciences Education (JAESE) 2, Nr. 1 (01.06.2015): 33. http://dx.doi.org/10.19030/jaese.v2i1.9276.
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Computer-generated simulations and visualizations in digital planetariums have the potential to bridge the comprehension gap in astronomy education. Concepts involving three-dimensional spatial relationships can be difficult for the layperson to understand, since much of the traditional teaching materials used in astronomy education remain two-dimensional in nature. We study the student performance after viewing visualizations in an immersive theater and in non-immersive classrooms for the topic of seasons in an introductory undergraduate astronomy course. Using weekly multiple-choice quizzes to gauge student learning, comparison of curriculum tests taken immediately after instruction and pre-instruction quizzes show a significant difference in the results of students who viewed visualizations in the planetarium versus their counterparts who viewed non-immersive content in their classrooms, and those in the control group that saw no visualizations whatsoever. These results suggest that the immersive visuals help by freeing up cognitive resources that can be devoted to learning, while visualizations shown in the classroom may be an intrinsically inferior experience for students.
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Mardis, Marcia A. „Ready for STEM?“ Library Resources & Technical Services 58, Nr. 4 (03.11.2014): 250. http://dx.doi.org/10.5860/lrts.58n4.250.
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National emphases on STEM learning and digital textbooks have highlighted the importance of high quality digital instructional materials. Because teachers often lack the time and expertise to find, assess, and organize multimedia, school librarians can support STEM learning by providing media-rich, current, curriculum-linked library collections. To determine whether Discovery Education Streaming, a leading commercial database is a viable source of school library STEM resources, the researcher analyzed its multimedia assets by media, grade, category, and copyright. Results suggested that the database’s extensive content was comprised mainly of video segments, complete videos, and images but that this content was outdated, had uneven grade coverage, and addressed limited topics. While the results raise concerns about Discovery Education Streaming as an enhancement to library collections, careful use of these sources may allow school librarians opportunities to integrate high quality digital assets into their collections through specific strategies for policy, research, and practice.
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Eduardo Rodrigues, Carlos. „A HISTÓRIA DA ÁFRICA: UMA LEITURA DO CURRÍCULO ESCOLAR DO ESTADO DE SÃO PAULO“. Colloquium Socialis 2, Nr. 4 (01.09.2018): 07–12. http://dx.doi.org/10.5747/cs.2018.v02.n4.s051.
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The theme to be developed is the way in which the history of the African continent is taught in the history curriculum of the State of São Paulo, the objective is to understand the organization of the contents and the didactic proposal existing in two materials available to students and teachers: the book of the student and the book of teacher's. Through a methodology that revisits the bibliography published in print and digital media accompanied by the theoretical analysis of the curriculum, official document that regulates this field of education throughout the public school, I try to discuss issues that involve the teaching and representation of Africa and the africans. We hope that the research contributes to the socio-cultural and humanistic developmentof the students in order to understand how to improve their perception of Africa.
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Rabbani, Farhanaz. „THE MILLENNIAL GENERATION AND POPULAR CULTURE IN EFL CLASSROOM“. Indonesian EFL Journal 1, Nr. 1 (12.09.2017): 88. http://dx.doi.org/10.25134/ieflj.v1i1.618.
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Writing instructors all over the world are facing new challenges in teaching writing to students who belong to the rapidly evolving digital age. These multitasking youngsters are popularly referred to as Generation Y or the Millennial Generation and are the most connected generation of the century. With the dissemination of digital communication, popular culture and online networking have become an integral part of Generation Y. Teachers need to address this connectedness and focus on a curriculum based on Communicative Language Teaching (CLT) where interactive activities are highlighted. The financially and technologically savvy Generation Y-ers want to use a discourse they are familiar with and work with materials on popular culture. This paper shows the necessity of popular culture in teaching literature and academic writing courses to the Generation Y students because popular culture is the new global culture. Teachers need to use classroom materials and resources for formal, informal discourse and computer mediated discourse (CMD).Keywords: millennial generation, communicative language teaching, computer mediated discourse
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Guiter, Gerardo E., Sandra Sapia, Alexander I. Wright, Gordon G. A. Hutchins und Thurayya Arayssi. „Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic“. Medical Science Educator 31, Nr. 2 (20.01.2021): 549–56. http://dx.doi.org/10.1007/s40670-021-01212-2.
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Abstract Introduction Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. Objective To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. Materials and Methods This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Results Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Discussion and Conclusions Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.
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Slabeycius, Juraj, und Daniel Polčin. „HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL“. Problems of Education in the 21st Century 50, Nr. 1 (15.12.2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
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Keay-Bright, Wendy Elizabeth, Parisa Eslambolchilar und Aidan Taylor. „Enabling design: a case of maker workshops as a method for including special educators in creating digital interactions for learners with profound disabilities“. Journal of Enabling Technologies 15, Nr. 1 (08.04.2021): 53–65. http://dx.doi.org/10.1108/jet-09-2020-0036.
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Purpose This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products. Design/methodology/approach Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products. Findings A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities. Practical implications Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels. Originality/value The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.
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Wu, Chun Mei. „Applied Technology with Electronic Materials and Information in Autonomous Learning of Learners“. Advanced Materials Research 951 (Mai 2014): 177–80. http://dx.doi.org/10.4028/www.scientific.net/amr.951.177.
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With the development of information and technology, China is entering a new digital era. As the globalization’s deepening, English, as a communicativel tool, has become increasingly significant.To promote students’English competence so that they become more competitive and can keep pace with the trend of the times ,many universities put English educational reform high on the agenda.This paper probes into the current situation of college English teaching and finds some problems relevant to learning materials. Based on the reflection on these problems, an experiment was conducted in the context of applied technology, in which learners were encouraged to design the curriculum and select the elctronic materials according to their interest and need for learning under their teacher’s direction. After a 16-week experiment, there was a change in learners’ attitide towards their learning: they became more active and responsible for their learning and their learning interest was heightened and so did their academic performance. These findings show that electronic materials that take learners’ needs and interest into account are conducive to learners’ autonomy and the development of English competence.
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Dewi, Kusuma, Sumarmi Sumarmi und Alfyananda Kurnia Putra. „Pengembangan Bahan Ajar Digital Berbasis STEM dengan Pendekatan Eco-Spatial Behavior Materi Kependudukan“. J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 7, Nr. 2 (30.06.2021): 93–103. http://dx.doi.org/10.18860/jpips.v7i2.11960.
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The demands and challenges of 21st century development occur in all areas, especially in the learning process and student competence. The achievement of 21st century learning objectives is implemented in the 2013 curriculum, one of which is through the development of Bahan Ajar Digital (BAD). Development of BAD uses STEM approaches and eco-spatial behavior in Population materials. It is expected to produce students who are able to innovate and compete in the digital age while maintaining environmental sustainability. The development research model uses the ADDIE procedure (Analysis, Design, Development, Implementation, and Evaluation). The data type consists of qualitative and quantitative. Data collection using interview techniques, questionnaires, and documentation with descriptive percentage analysis techniques. The product development trial was conducted in class XII IIS MA Al-Ittihad Poncokusumo. The feasibility test results obtained 87% of student responses, 95% of teacher responses, 90% of material validators, and 95% of media validators. Thus, BAD is very feasible to be used in the learning of Geography.
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Németh, Márton, und László Drótos. „A blended learning-based curriculum on Web archiving in the national Széchényi library“. Digital Library Perspectives 35, Nr. 2 (13.05.2019): 97–114. http://dx.doi.org/10.1108/dlp-03-2019-0012.
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Purpose National Széchényi Library is introducing a new blended learning-based curriculum model on Web archiving for public collection professionals. The purpose of this paper is to describe this curriculum concept together with its international context. Design/methodology/approach A qualitative case study is being offered. The concept of the curriculum applying the results of an international questionnaire of the International Internet Preservation Consortium. A detailed curriculum structure is being presented together with a brief description of the major professional/ methodological concepts. It is based on constructive pedagogical approach. Based on the same general approach, some major methodological differences among the on-site and e-learning elements of curriculum design are also being described. Findings There is a high need to offer trainings in Web archiving filed to digital library professionals throughout Europe. A complex curriculum is highly needed to different target groups by various course delivery forms. The course concept offers a solid base; however, the structure of the curriculum has to reflect to the differences of specific methodological requirements in on-site and e–learning environments. A main goal of the study is describing the possibility to build-up that kind of hibrid blended learning-based training structure. Based on the described curriculum trainings are starting on April 2019. Sharing practical experiences about practical training activities based on this course structure can initiate further discussion on web archiving education field in the future. Research limitations/implications This paper would like to imitate some further discussions about methodological issues by developing education and training curricula on Web archiving in various European countries. By the framework of the Training Working Group of the International Internet Preservation Consortium, these proposed discussions can be elaborated. Practical implications The main practical implications are to encourage other partner libraries by the framework of the Training Working Group of International Internet Preservation Consortium to build-up similar training programmes and to plan various collaborative activities in this field. Social implications The proposed curriculum aims to acquire some major skills and competences on web archiving field by librarians from both the research library and public library sectors. The course can be available to museum professionals and archivists […]. The main goal is to learn to build-up small-scale web archiving projects in local, institutional environments in Hungary. It is quite necessary to preserve Web documents and other materials that are reflecting to the life of the local society. The social impact of preserving the local Web history can be overwhelming in the future. Originality/value Much untapped potential exists for librarians, archivists and museum professionals to plan and realize Web archiving projects in their own local institutional environments. This paper describes a new type of national model to offer them getting the necessary skills and competences in this field. There is a significant gap of describing education concepts in Web archiving.
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Alkan, Selcuk, und Tuba Ada. „Digital game design on the subject of identities and expansions“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 9 (11.01.2018): 17–21. http://dx.doi.org/10.18844/prosoc.v4i9.3038.
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This study aimed to design a digital game used in the teaching of identities and expansions and provide modelling by students. This game was designed according to the eighth-grade math curriculum. Unity3d game engine was used in designing the game. The software required to run the game was written by researchers using C# and java script. At the stage of designing, initially, the game was introduced to five mathematics teachers and various arrangements were made according to their opinions. Then, the game was evaluated and given the final form by two instructors who were experts in the field of mathematics education. In general, problems was designed that can be solved by dividing the rectangle given by 2 dimensional and given one edge like (ax + b) into the sub rectangles such as x^2, 2x and 1 and by writing the final result of how many sub-rectangles formed the whole rectangle. The teachers who participated in the evaluation of the game stated that the game was suitable for education and the students would gain interest in the game during the course. Teachers have criticised the game only on visual matters. For education to be more effective, the number of such games and materials should be increased. For design of more effective and more interesting games, we must collaborate with the experts in the field of fine arts. Keywords: digital game; game; expansions; mathematics education
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Thorpe, Holly, Lyndsay Hayhurst und Megan Chawansky. „‘Once My Relatives See Me on Social Media… It Will be Something Very Bad for My Family’: The Ethics and Risks of Organizational Representations of Sporting Girls From the Global South“. Sociology of Sport Journal 35, Nr. 3 (01.09.2018): 226–37. http://dx.doi.org/10.1123/ssj.2017-0020.
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This paper explores the ethics of representing girls and young women from the global South in Sport for Development (SfD) organizational campaigns via the case of Skateistan—an international SfD organization with skateboarding and educational programs in Afghanistan, Cambodia, and South Africa. Focusing particularly on Skateistan’s representations of skateboarding girls and young women in Afghanistan, we draw upon interviews with staff members as well as digital observations and organizational curriculum materials, to reveal some of the nuanced power relations within such media portrayals. In so doing, we also draw attention to some of the unintended risks of “positive” representations of sporting girls from the global South, and some of the strategies employed by Skateistan to navigate such issues.
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Mursyida, Lativa, Resmi Darni und Ika Parma Dewi. „Rancang Bangun Media Moblie Learning Mata KuliahTeknologi Multimedia Dan Internet“. INFORMAL: Informatics Journal 6, Nr. 1 (29.04.2021): 18. http://dx.doi.org/10.19184/isj.v6i1.21041.
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Projections of modern technology as one of the implementations of the industrial revolution 4.0. in the world of education, it can be used as a supporter of the concept of learning, thinking, and developing creative and innovative innovations from students, to make the Pencerah become the Golden Indonesia Generation 2045 who is superior and able to compete at the global level. The current situation in the midst of the Covid-19 outbreak, Industrial Revolution Education 4.0 adapts the new curriculum. The curriculum must be able to open a window to the world through digital information, for example: utilizing a smartphone / android in the midst of the Covid-19 outbreak. Educators with a lot of exploring learning techniques and lots of references will be able to implement learning activities effectively even though they are currently in the midst of Covid-19, but all of this is not free from challenges in its implementation, especially educators. Making mobile learning media applications aims to produce learning media that makes it easier for students to learn multimedia and internet courses wherever they are. The development of this application uses the Prototyping development method with Android-based Java programming with Android Studio application software (version 3.3) with Gradle 4.4. This research produces an Android-based mobile learning media application, the features in this interactive module application are RPS, learning materials, videos, and exercises that are in accordance with the Electronic Engineering curriculum learning material, Faculty of Engineering, UNP.
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Behforouz, Behnam, Ali Al Gaithi und Neda Fekri. „Omani EFL learner perceptions and motivation toward online learning“. Journal of University Teaching and Learning Practice 18, Nr. 4 (01.10.2021): 169–83. http://dx.doi.org/10.53761/1.18.4.13.
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In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education.
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Ayuningtyas, Astika, und Yuliani Indrianingsih. „WEB SERVICE UNTUK INTEGRASI DATA MATERI PELAJARAN SEKOLAH MENENGAH PERTAMA (SMP) SECARA TERDISTRIBUSI“. JISKA (Jurnal Informatika Sunan Kalijaga) 3, Nr. 2 (11.06.2019): 126. http://dx.doi.org/10.14421/jiska.2018.32-07.
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The National Education Standards Agency's (BSNP) curriculum requires in principle the active participation of students in collecting information from various media, including one on the Internet. The role of schools, especially teachers, in providing sources of materials is also very necessary. The Internet is one of the means of information essential to the learning process. Therefore, setting up a digital hardware service network can be an effective learning tool. Digital hardware services can be mutually integrated between schools to obtain a variety of physical resources. The existence of a web service can integrate subject data into each school and can provide distributed information to many providers and service users according to the needs of each user. The Web service is different from a search engine system that does not provide the necessary data integration on hardware service systems that connect data between schools to be distributed to users according to their needs. The web service technology that is built is able to integrate the subject's service material and can be distributed to many users with different needs.
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Huhn, Christina, Jean-Louis Dassier und Shijuan Liu. „Realities of mobile learning technologies in foreign language classes“. IALLT Journal of Language Learning Technologies 46, Nr. 1 (28.07.2016): 36–62. http://dx.doi.org/10.17161/iallt.v46i1.8553.
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While it is common to assume that our current undergraduates are digital native who are naturally proficient and expect the use of technology, the research base that supports those assumptions is limited. This is especially true of students in foreign language classes. Much of the national research that has been conducted has not focused on specific subsets of students. It is important to address this paucity of research, as instructors, textbook publishers, and other stakeholders must make informed decisions regarding the design and development of curriculum and instructional materials. This article reports a study conducted in exploration of the ownership and use of mobile devices by students in foreign language courses. The study used survey methodology and focus group protocols to investigate what technological devices students have and use for personal and academic activities. Salient findings include the reaffirmation of the need to maintain appropriate pedagogy in light of the latest and greatest technological developments, distinctions between the use of technology for content consumption versus content production, and a distinct preference for a separation between personal and academic activities among digital natives.