Academic literature on the topic 'Multi-age teaching'

The method of multi-media teaching has significant importance in improving classroom efficiency and teaching quality, creating active classroom atmosphere and revealing advanced characteristics of age. However, there is a misunderstanding that we should overcome, in which multimedia teaching is dependent excessively and the traditional teaching method is neglected. This article illustrates the author’s views on the advantages and disadvantages of multimedia teaching in fire combustion science.

Textbook is one of the “three teachings”, and it is an important basis and carrier of teaching. The new form of textbooks is a product of the intelligent age and an important embodiment of the modernization of teaching materials. In the context of the intelligent era, the development of new forms textbooks is an important content of academic concern. We found that there are not many studies on new forms of international Chinese textbooks, and most of the textbooks have not yet entered the stage of integrated construction. The three-dimensional textbooks such as Great Wall Chinese are still an exception. In this regard, we believe that it is necessary to take the creation of three-dimensional teaching materials as the course, closely follow Chinese Proficiency Grading Standards for International Chinese Language Education, and multi-party construction teams go hand in hand to implement the dynamic update of international Chinese teaching materials resources.

This paper examines the extent to which students' evaluations of university teaching and classroom dynamics contribute to overall satisfaction with their university experience. Data were collected from 1453 graduates of the University of Alberta who completed questionnaires follow- ing the 1993 spring Convocation. A multi-item index measuring students' evaluations of university teaching and classroom experiences was employed as the central predictor in a multiple regression analysis of overall satisfaction with the university experience. Positive perceptions of teaching had a strong impact on satisfaction, controlling on gender, age, faculty of enrollment, GPA, prior postsecondary experience, assessments of skill development, satisfaction with university learning-related resources, and several other control variables. The findings highlight the continued importance of efforts to encourage good teaching in universities.

With the change of teaching methods and the continuous advancement of educational reform, blended teaching has become a new trend in higher education. The application of network information technology in classroom has changed the traditional learning environment, teaching structure and learning methods, and improved teaching efficiency. In the information age, the talent training of visual communication design major must keep pace with the times, aiming at training innovative talents and practical talents. According to this goal, this paper puts forward a mixed teaching mode based on multi-dimensional interaction and massive open online course platform to make up for the shortcomings in current teaching. It has a certain guiding effect on the practical teaching of visual communication design specialty.

Back ground: The incidence of malignancy in multi-nodular goiter is thought to be low as compared with solitary thyroid nodule.Objectives: Identifying incidence of malignancy in multi-nodular goiter.Patients and Methods: This is a prospective study at Al-kindy teaching hospital from January 2013 to September 2015. 160 patient with multi-nodular goiter were included in the study (132females,28 males) their ages ranged between 17-75 years with a mean age of 35.88 years. Each of the patients had special form of detailed information including history and physical examination ,results of investigations; all the patients had near total thyroidectomy. All the specimens were fixed in formalin and sent for histo-pathological evaluation.Results: Females affected by multi-nodular goiter more than males (132 females&28 males) with a ratio of 4.7/1 female to male ; 36.25 % of them were in the 4th decade of life ; the most common presenting symptom was mass in the neck (51.8 %) ; nodules affect both lobes +\- isthmus in 85.6% of the patients ; FNAC(fine needle aspiration cytology) in suspected nodules show atypical cells in 18% of the patients ; the pathological cause of multi-nodular goiter was thyroid tumor in 30 patient(18.7%) , (16 patient) by adenoma( 53.3%) and (14 patient) by malignancy (46.7%) ; the most common malignant tumor was papillary carcinoma in 85.7% followed by follicular carcinoma in 14.3%.Conclusion: The incidence of malignancy is quite high 8.7% in multi-nodular goiter patient which makesnear total thyroidectomy as preferable procedure in the treatment of the disease.

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy. Keywords: Multi-literacy, RADEC model, teachers’ competence

Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.

Directing at the characteristics of the basic chemistry, the paper discusses the characteristics of the “Inorganic chemistry”, “organic chemistry”, “physical chemistry” and “analytical chemistry”, and points out that application of multimedia in the basic chemistry is in line with student’s learning and cognitive rules. And multimedia teaching can greatly improve the teaching efficiency, extend the class size and optimize the teaching effect, which is an important way to teaching reform of course in the Information Age. Then it analyzes the unique role played in teaching by media. While, if multimedia technology is not rationally used in this field, the results will be counterproductive. We try to display the advantages of multi-media teaching and strive to overcome its fault in the teaching process. We also do some discussion on the effects of improving the teaching continuously.

Purpose: Singapore is a multi-religious society where the state is secular, and different religions coexist. Values are taught at home and in schools from young. The government has a set of national values that underpin the Character and Citizenship Education which begin from primary education. However, in early childhood education, the national frameworks do not explicitly articulate the values that should be cultivated in children below six years of age up till November 2022, when the revised Nurturing Early Learners Framework is launched and explicate values that should be cultivated at preschool level. Against this diverse sociocultural context, this paper seeks to unpack these values and find out current centre practices on the ground. Method: This paper uses data of a qualitative study where purposeful sampling is used to select research sites and participants according to the various types of operators in the early childhood education landscape. Semi-structured interviews are conducted for data collection and analysed using thematic analysis. The data presented in this paper offers insights to the perspectives of centre leaders who lead and manage centres run by different operator types in a diverse early childhood education landscape. Results: The findings reveal that centre leaders’ interpretations of the values are generally aligned with the framework’s descriptors and uncover the complexity of values as overlaps across values. The study provides insights to current centre practices on values education. Conclusion: The study indicates alignment between leaders’ definitions and understanding of values espoused in the NEL framework and that values education does take place across early childhood development centre types. With the four values explicated for the early childhood education landscape, there is greater clarity on the values that should be cultivated in young children from young.

The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about developmentally appropriate practices. Respondents were also asked to respond to 27 likert-type items related to their instructional practices based on developmental appropriateness. Data were analyzed using an oblique factor analysis. Findings include a difference between multi-age and single-age classroom teachers regarding developmental education.

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text

This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and a constant comparison analysis of qualitative data gathered from observations of students, students' written work, and a research journal. Quantitative results indicated all three young students performed the target behavior in the library with support from their cross-age tutors and this behavior maintained one month after intervention ended as evident through a maintenance probe; all three students made progress on the achievement of adaptive behavior goals in an inclusive environment from this intervention. Qualitative results indicated the cross-age tutoring experience was positive and powerful for all six participants involved as evident through the construction of six themes that emerged from the qualitative data.

This study examines how teachers at Kingsley Elementary School feel about the multiage program now as compared to when the program was first implemented. There were 28 teachers and two administrators interviewed to determine their perceptions of the positive and negative influences of the multiage program. The purpose of the study is to reveal the success or failure of the multiage program at Kingsley Elementary School and to explore the process used by the school to implement the process. The approach to this study is qualitative and uses interview data from both former and current Kingsley staff. Five research questions were formulated. The field effort concentrated on the respondents' perceptions of the developmental process of the multiage program. Results suggest that the teachers' and administrators' perceptions of the multiage program at Kingsley Elementary School are basically for traditional methods. During the analysis, suggestions emerged from the interviewees to improve the multiage program. Some of these suggestions could be used as a guide for other school systems that are beginning implementation of a multiage program.

碩士
國立政治大學
教育學系
107
The research topic is “A Case Study of Mixed-age Teaching and Learning Mandarin Language in Elementary School”, the researcher observed the implementation of the mixed-age teaching and learning of Mandarin language under the experimental education context, it is necessary to understand the changes in teachers and student learning situation after the implementation of mixed-age teaching. The study found that the implementation of mixed-age teaching promotes teachers’ teaching transformation. Teacher’s characteristics, team cohesiveness and flexible curriculum planning are the important factors in this transformation. The implementation of each grade is as follows: (a) the teaching of mixed age in the lower grades has obvious differentiated tasks, (b) the middle-aged class is difficult to implement mixed-age teaching because of the large differences in student levels, (c) the mode of operation of the mixed-age teaching in the upper grades is to integrate the fifth grade into the sixth-grade teaching situation. The study found that mixed-age teaching is benefits to a single student class student. Besides, mixed-age classes tend to form discussions and interactions between students even though students might not like the group discussions. The collected scale data shows that students have the tendency to become happier during the mixed-age learning. Finally, the dilemma of teachers is there is no suitable consultant for them to seek when they have difficulty which is the problem that needs to be solved.

碩士
大葉大學
管理學院碩士在職專班
107
The study aims to explore the relationship among job characteristics, teacher work stress, and transfer intention. It further verifies the mediating effects of teacher work stress between job characteristics and transfer intention. In this study, teacheres who came from the school district of multi-age teaching were recruited as the research subjects. Through purposive sampling and snowball sampling, a total of 350 questionnaires were sent out, and 293 valid questionnaires were retrived. The valid response rate is 83.71%. The results showed that: (1) there is a significant positive relationship between skill variety and transfer intention; there is a significant negative relationship between feedback andransfer intention ; (2) there is a significant positive relationship between task Identity、task significance、autonomy、feedback and teacher work stress; (3) there is a significant negative relationship between teacher work stress and transfer intention; (4) teacher work stress has moderating effects between task Identity、task significance、autonomy、feedback and transfer intention. (5) multi-age teaching has no mediating effects between job characteristics andteacher work stress. In the end of this study, Research limitations and recommendations are proposed.

Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms.
Curriculum and Instructional Studies
M. Ed. (Didactics)

AbstractTeachers’ intrinsic orientation for the profession (TIOP) refers to a compound trait derived from the meaningfulness and positive affect teachers attribute to the profession. It can be validly measured by three conceptually correlated yet empirically separable factors of autonomous motivation, enthusiasm for teaching, and enthusiasm for the subject. Grounded in the previous findings of non-significant direct relationships between TIOP and effective teaching, the present study further tested the hypothesized indirect relationships between the two constructs. To better understand the underlying relational mechanisms, the potential mediating role of self-efficacy and the moderating effects of both teacher- and school-level background factors were addressed in single- and multi-level models. A total of 239 beginning teachers from 32 Dutch secondary schools responded to the questionnaires at the beginning of the first career year. Actual teaching behaviour was observed by means of classroom observations. The results of lower-level mediation analysis confirm the mediating effect of self-efficacy on the relationship between TIOP and activating teaching behaviour at career entry. The results of single- and cross-level moderated mediation analysis show that self-efficacy significantly mediates the links between TIOP and three specific teaching behaviour domains: providing safe and stimulating learning climate, classroom management, and clarity of instruction. These effects were respectively moderated by teachers’ qualification, age, and gender. The present study makes a unique contribution to understanding the importance of TIOP for beginning teachers’ well-being and effective teaching, providing insights for both teacher educators and mentors.

The awareness of contemporary students for the learning process comes up against the abundant and accelerated supply of technological resources. This scenario forces teaching to be attractive, dynamic and interactive throughout the construction of autonomous and meaningful knowledge. In this way, this work aims through the active methodology "Project Based Learning" to connect through the teaching of educational robotics students of different levels of education and provide them, through the making and execution of chatbot, a new tool for autonomous study, interactive and integrated to socio-emotional factors. StudyChat SESI-SP 113 was developed by 3rd year high school students using the Scrum method and offered to 5th year elementary school students as a new multidisciplinary study resource.

The invisibility of the many in university classroom instruction sounds anachronistic in the age of the Internet, where learning is made meaningful by personal drives, personal choices, and personal possessions of learners. Reported here is a reconstructive effort at integration of teaching and learning by exploring the open nature and availability of the read/write Web in a pedagogic, hybrid course in China. This chapter is based on three key ideas: (1) learning community, (2) iterative learning process, and (3) reconstruction of personal conceptualizations through the dynamics of social discourse. By embodying target knowledge in the learning process, intuitive and reasoning powers of individual learners were shaped into primary driving forces through selective reading, classification tasks, and essay writing. In the intensive multi-level dialogues that followed, students reconstructed their personal conceptualizations of target knowledge, learning, and self-concepts, which were consolidated and developed further through monthly reflections and a term paper.

JERZY TOMASZEWSKI, who died on 4 November 2014 at the age of 84, was one of the principal figures in the revival of the study of the history of the Jews in Poland. He was born in Radomsko, a town between Łódź and Częstochowa which, before the war, was the home of a large Jewish community and the court of the Radomsker rebbe. Tomaszewski often remarked that it was the constant presence during his childhood years of hasidim in traditional Jewish dress which made him aware of the multi-ethnic and multi-confessional character of Poland. He was for many years professor and director of the Mordechai Anielewicz Centre for the Study and Teaching of the History and Culture of the Jews in Poland at Warsaw University. After his retirement in 2002 he took the post of professor at the Academy of National Economy in Kutno....

The chapter presents a series of “calls” offered by globalization to education and to educational system, which are not compatible with our time: the integration of Enlightenment Age into Globalization; the conflict with the pedagogical sciences (the transition from the knowledge-pedagogy to competency pedagogy); the attempt, through changing the old form declare a fresh content; the aspiration, through linear thinking to reveal the essence of education in multi-dimensional space; through the low level of functional literacy implement the highest levels of education; the current level of cybernetics to substitute of using computers as a technical training aids; while remaining in the framework of the modernism to prepare the next generation for life in the post-modernism. In this chapter the “calls” are analysed as the paradoxes in education, through the prism of scientists' opinion from various fields of science, public figures and the teaching community (copyright pilot study). This synthetic approach has allowed to outline a new conceptual framework.

In this paper, we explore the ways in which we can better understand how university-based ethic review committees, and the protocols associated with research that include older adults, both help and hinder research, and how decisions can be shaped by and contribute towards narratives of ageism. Conceptions of what it means to age are rooted in historic biomedical ideas about the body, in juxtaposition to a richer understanding of the lifespan, history and diversity, intersectionality, and social determinants of health. This paper explores how decisions made within ethic review committees in universities may be seen to protect older adults from unethical research practices and associated harms, and though well-intentioned, contribute towards the reproduction of ageist discourses and what it means to grow older, to be vulnerable, and to be in need of protection. This paper draws insights gained from twenty years of research in multi-national, provincial, and local teams, teaching all levels of aging related courses at a local university, and work in the community. This research has been located in Canada where the Tri-Council Policy Guidelines require all research that includes human subjects to be approved a priori through a local research ethic review committee.

The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.

Some authors, most of them from the United States, have stated that university students born after 1982 have been profoundly influenced by the advent of digital technologies, showing different characteristics when compared to previous generations. These students, called the \\\\\\\"Net Generation\\\\\\\", are supposed to be digitally literate, continuously connected, showing a need for immediacy in receiving information, preference for social activities, being active experiential learners, showing a capacity to carry out several tasks simultaneously and being involved in the community (Oblinger & Oblinger, 2005; Prensky, 2005; Palfrey & Gasser, 2008). However, it is worth asking if that is a current observable phenomenon. Are those students at the UOC born after the 80s really more familiar with ICT tools than those born in previous generations? Do they show different study habits and learning paths? Different research lines (Kennedy et al., 2008, Bennett, et al, 2008; Guo et al, 2008, Selwyn, 2009, Bullen et al, in press) highlight that scientific data or statistics are rarely used when discussing this generation’s characteristics. The international research project, Digital Learners in Higher Education seeks to develop a sophisticated and evidence-based understanding of university learners in different institutional contexts and the perception of cultures in their use of technology in a social and educational context. This project endeavours to understand the problem in depth and to observe what the growing use of new digital technologies means for teaching and learning in higher education. This research project is led by the British Columbia Institute of Technology and includes the University of Regina and the Open University of Catalonia (UOC). The research questions of this study are: • Do postsecondary students distinguish their social and educational use of ICTs? • What impact does student social use of ICTs have on postsecondary learning environments? • What is the relationship between social and educational uses of ICTs in postsecondary education? In order to find out students’ social and educational use of ICTs in three different contexts, we use a multi-case study embedded design (Yin, 2009). The cases consist of three distinct postsecondary institutional contexts: a Canadian polytechnic teaching institution (BCIT), a Canadian research-intensive university (University of Regina) and a European fully online university (Open University of Catalonia). In the first phase of the study, BCIT partners reviewed the literature and checked some of the claims about Net Gen students. Specifically, the aims of this phase were to determine whether or not students at the BC Institute of Technology (BCIT) fit the Net Generation’s profile as portrayed in the previously revised literature, and to try to understand how BCIT learners use various information and communication technologies. The review of the literature suggests that the discourse about the impact of new digital technologies on postsecondary education has been dictated by speculation, anecdotal observations and proprietary research that is difficult to assess. We found that there is no empirical basis for most of the arguments that have been made (Bullen et al., 2009a). In the second phase of the study, a survey was designed by BCIT partners in order to gather information about students’ communication and study habits. Later, the UOC partners adapted the survey to the characteristics of their cross-over “ICT Competences” course, in which students developed a research project in groups; taking into account that this is a course studied by approximately 3,000 students per semester. In this paper, the 1,036 student responses to the survey are deeply analysed in order to demonstrate that there is no statistically significant relationship between our student’s age and the Net Generation’s characteristics. In order to go beyond our analysis and considering the features of the ICT competences’ course, the relationship between student age and their perception about the time dimension of studying online and collaborative online learning will also be deeply analysed.

Statistical reasoning and the confrontation with first ideas of uncertainty can already be enhanced in primary school. A challenge is how to relate theoretical-combinatorial aspects to empirical frequency aspects, given that fraction concepts are usually not available at primary school. In the frame of a Design Based Research approach we have designed and realized a teaching sequence consisting of seven lessons to develop statistical reasoning about uncertainty of grade 4 students (age 10-11). To supervise their learning processes we collected data on different levels: (a) written pre/post-tests, (b) working notes after each lesson and (c) interviews after the teaching unit. In this paper we will mainly present the design of teaching unit and first results from the analysis of pre- and posttests.

Is technology equalizing or polarizing this world? The authors answer this question by personally authenticating the dramatic state of the digital divide via their own experience. First, the authors will define “digital divide. Second, justification will be given to the significance of the issue. Third, with citation of research literature, the authors will substantiate the gravity of digital divide in our world. Finally, adducing their own personal experience, the authors intend to clinch the point that the digital divide is not distant and impersonal, a concern of someone else, but close, real, and very personal. The authors’ multi-regional and multi-national experiences put them in a poised position to explore and reflect upon the issue of the digital divide.

Augmented reality is a fairly new technology and it has only recently started to be introduced on a large scale. We can find augmented reality applications in a variety of domains, such as entertainment, games, industry, science, tourism, culture, education. In the education system, the mobile phone, as a standalone tool that can be used at any stage of teaching, it is used on a very low scale. Moreover, students are often forced to turn off the phones or put them in a special place at the beginning of a class. Interactive teaching and presenting abstract notions is already achieved through the use of whiteboards or projectors linked to a computer. Similarly, the mobile phone can serve the same teaching purpose. Very quickly, the phone becomes the second nature of children. If we think about the latest augmented reality technology that will be fully experienced by the next generations, smart glasses will probably take control. Over the reality we will be able to see different types of information in real time, overlapped and accessible with voice commands. What we want to emphasize is not a discussion about whether we will have or not the opportunity of accepting these technologies. Instead, we want to raise the awareness that they will exist in a short timeframe and it is important to focus on understanding how they can help in the process of educating children. Regardless of the age or occupation, using a touch screen or classic screen has become as natural as speaking. Augmented reality adopted all the interactions which regular mobile applications have and users can interact with simple and complex touch interactions, natural gestures or speech recognition. This paper will focus on education, technology and augmented reality and tries to point out the advantages and disadvantages of using this technology in a class. Also, it will talk about researches and studies that focused on different applications and experiments using augmented reality and the mobile phone, in different fields of study.

Remembering the old wisdom “we need smart and healthy people”, I would like to draw attention to the fact that in our modern world we need young, educated people working with the most advanced technologies. The use of IT in the learning process as an object, means and tool can achieve better results. In the modern global world, it is necessary not only to study some of the basics of science and develop new areas, but also to introduce them widely. We are talking about active international cooperation of scientists on the basis of modern IT. The aim of the multi-year study was to study and test the possibilities of using IT to improve the quality of education. The main idea was a multidimensional study of IT and its impact on the development of the learning process. The main research methods were the analysis of forms and methods of teaching with IT based on multi-dimensional and multi-speed feedback implemented by various tools. The object of study was also IT. The result of the research was some recommendations for changing the course of lectures or classes in high school or lyceums based on ultra-fast feedback. The article originated as a generalization of scientific research of several institutions in Slovakia, Kazakhstan, Russia, Ukraine, the Czech Republic, Hungary and other countries. The article presents some approaches to the use of IT and their impact on the quality of education.

E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relationships. Referring to persons with disabilities, it is commonly agreed that technology is not just their ally, but often the only chance to compensate their natural induced impairments. People with disabilities use technology to communicate, move, fulfill their basic needs, and self-care, overcoming the 'assisted-person' status and gaining more independence and greater control upon the quality of their lives. Still, questions remain: can or will technology ever help them decisively to overcome social barriers, those last challenges to social progress and the emergence of societies showing an inclusive frame of mind? Those 'walls of discrimination' created between ignorance and tolerance can actually be torn down, at some point, so that disability may be addressed as a sample of human diversity and not as a disadvantage? How can we use technology to get a positive answer to this issue sooner? Using these questions for starters, a project dedicated to the training of inclusive mindsets through play and teamwork from the early age has begun in Bucharest at the Special Kindergarten for the Hard of Hearing no. 65 in March 2014. Fun Lab is a project that combines latest learning technologies through sensory stimulation using cutting-edge equipment with problem-solving strategy based on mutual interaction and support in order to solve amusing tasks, which brings persons with sensory disabilities and regular people of all ages together. We wish to reform the way of looking at disability within the community, to prevent indifference or intolerance, discrimination (even the positive one). We wish to reform the way of thinking of persons with disabilities, both with or without sensory impairments, but having "ignoring or indifference disabilities", in the way of a common effort to real equal opportunities and rights to life and education of all those involved. And because communication between these dramatically different communities is often difficult or impossible, we chose a universal way, so to speak, to communicate, at local, international or even intergalactic level... what else could unite us more tightly and make us interact to each other than technology? We bet on technology, this gigantic destroyer of humanity, as it was often described, to reverse it against its long standing meaning, that is to maim and extinct human relationships and human in generally in the favor of the machine. We plan to reverse the poles and use technological systems to close different communities, to make them interact and know each other, to accept each other and to support each other, completing to one each other in order to achieve a common goal - progress. Project Goal Our goal is a kind of "domino" relationship between the progress of approach and education strategies for rehabilitation of preschoolers with sensory and associated multi-sensory disabilities and the social progress of the community within they will find their place. Non-acceptance and indifference come from ignorance and lack of relationship; by offering a common "toy", we hope to improve not only the life of persons with deficiencies, but the personal progress desire of those from the greater community, referring to attitude toward deficiency in general, toward impairment and limits, even physical ones, toward knowledge or relationship. Activities and results What we plan for ourselves through this project is offering work techniques and abilities for teachers, students and parents, as education partners, by organizing of interactive workshops "Sensory-lab"-like, in which we blend fun, relaxation and out of daily routines with a subtle and positive learning process through play and fun. We use multi-touch technologies and sensory responsive equipments, such as: multi-touch 27" monitor computer charged with hundreds of apps and games from the mains AppStores (sensory training, speech therapy apps, deaf signs apps, sport and motric coordination games, music, team play games, memory and attention games, cognitive and communication development games using virtual realities), 3D archive library and also sound, light and movement responsive equipments. Through participation at "sensory-lab" workshops, the life of the school community will improve and the mutual interactions between the two categories of persons: those who can hear and those who cannot, even if we talk about preschoolers or their parents. As a result of "sensory-lab" activities we expect an increase of the interest in common events and an increased involvement in education and extra-curricular activities of parents and local community.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.