Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

The development of digital story conceptual change-oriented (DSCC) has been implemented to reduce the number of students' misconceptions. In this study, DSCC is reviewed based on the story aspect. This experimental design study used a one-group pretest-posttest design. The sampling in this study was taken by a purposive technique involving 114 students from two districts. The diagnostic instrument used was four tier-test and rubrics for assessing the story aspect of DSCC. In determining the decrease of the students' misconceptions, the researchers use the DQM formula. The analysis of DSCC’s assessment result was done using a holistic method. The result of the study shows that there was a decrease in the number of students' misconceptions within the high category. The highest number of the student who decreases after the implementation of DSCC was 100% and that statement of misconception was: "every motionless object has no energy". On the other side, the result of the story aspect assessment shows that there was 20% of students gave negative comments for DSCC’s sequence/chronology events and 10% of the state that the location/ plotting of places was inappropriate(out of character). It is recommended for further research to consider the learning model to optimize the minimalization of the number of students' misconceptions

"Once upon a Time there was..." A Digital World for Junior High School Learners

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting

"Once upon a Time there was..." a digital world for junior high school learners

This paper looks into what Junior High School learners think of the Web 2.0 tool "Storyboard" for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers' and students' interviews results and learners' post-tests data revealed that the tool is considered very motivating and useful increasing learners' aforementioned English language skills. As learners and teachers indicate "Storyboard" has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting

A Development Design of Digital Story Conceptual Change-Oriented in Physics Subject

The result of need analysis shown that are difficulties still exist for teachers and students if they are learning in the new condition immediately. Therefore, this study aims to provide learning tools in the digital form and called as digital story conceptual change oriented (DSCC). This research was research and development by using ADDIE (analysis, design, development, implementation, and evaluation) design. This media tested the small scale test. The product designed on the subject of physics (Heat and Temperature) was validated by experts and tested on 147 respondents from Junior High School in West Singkawang and Central Singkawang sub-disctrict. The developed design was measured based on Learning Aspect (LA) which consists of: 1) Contextual problems, 2) Solution / Answer to the problem, 3) Communication effectiveness. The results of small-scale product trials shown that the Problem Solution aspect got the highest percentage of 93% and the communication aspect becomes the lowest with 73% while also having the worst responses with a percentage of 10%. This study could be references for researchers to improve the product to be better media and it could be so that it can be used directly and produce good learning outcomes

Social Studies and Social Media: Status Among K-12 Tennessee Teachers Before COVID

Technology integration has received a significant amount of money from the budgets of schools in the United States, even prior to COVID-19. Social media as an instructional tool was also receiving growing attention. However, since COVID-19 it seems that there is an even larger shift in the calls to use social media. The purpose of this study was to report K-12 Tennessee social studies teachers’ self-reported social media use just prior to the COVID-19. Moreover, we compared teachers’ use of social media based on geography, grade level and teaching experience. Statistically significant findings were discovered

Student Initiative of Producing Their Own Mini Videos for Language Learning

This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem it the agency of their own learning rather than completing the assignments given by the tutor; they gain more from the discussions among their peers and native speakers than from giving the presentations in class only; watching and making comments on their own videos is visually and mentally stimulating, which triggers more thoughts and expressions. Students appreciate the cooperation among themselves, while they also find it challenging to manage their publicity. This research provides empirical evidence on how to encourage students' initiative to improve language skills and enhance intercultural communication competence, which sheds light on reshaping language and intercultural communication education

Απόψεις και πρακτικές εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης σχετικά με την αξιοποίηση των Κοινωνικών Δικτύων στην Επείγουσα Απομακρυσμένη Διδασκαλία κατά τη διάρκεια της πανδημίας COVID-19

Το παγκόσμιο και πρωτόγνωρο φαινόμενο της πανδημίας του ιού COVID-19 επηρέασε σημαντικά κάθε τομέα της ανθρώπινης δραστηριότητας και είχε ως αποτέλεσμα την υιοθέτηση διαφοροποιημένων μεθόδων και πρακτικών από τα εκπαιδευτικά ιδρύματα όλων των βαθμίδων κατά τη διάρκεια της υποχρεωτικής διακοπής των δια ζώσης μαθημάτων. Σκοπός της παρούσας εργασίας αποτελεί η διερεύνηση των απόψεων και των πρακτικών εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης σχετικά με την αξιοποίηση των Κοινωνικών Δικτύων για εκπαιδευτικούς σκοπούς κατά την Επείγουσα Απομακρυσμένη Διδασκαλία. Για τις ανάγκες της έρευνας πραγματοποιήθηκε η ποσοτική μέθοδος ανάλυσης δεδομένων χρησιμοποιώντας το ερωτηματολόγιο ως εργαλείο συλλογής δεδομένων και συμμετείχαν ως δείγμα 120 εκπαιδευτικοί Πρωτοβάθμιας Εκπαίδευσης. Από τα αποτελέσματα της έρευνας φαίνεται ότι οι εκπαιδευτικοί Πρωτοβάθμιας Εκπαίδευσης δεν έκαναν χρήση των Κοινωνικών Δικτύων με σκοπό την επικοινωνία και τη συνεργασία με τους μαθητές τους πριν από την πανδημία, όμως κατόπιν λόγω της φυσικής απόστασης αυξήθηκε η αξιοποίηση των Κοινωνικών Δικτύων και οι περισσότεροι εκπαιδευτικοί ξεκίνησαν να τα χρησιμοποιούν σε μεγαλύτερο βαθμό ώστε να ανταποκριθούν στις απαιτήσεις της διαδικτυακής διδασκαλίας. Οι εκπαιδευτικοί Π.Ε. φάνηκε να συμφωνούν ότι η πανδημία επηρέασε θετικά τις γνώσεις και τις απόψεις τους ως προς τη χρήση των ΜΚΔ στη διαδικτυακή μάθηση, εντούτοις, η αξιοποίησή τους δεν ήταν ιδιαίτερα εύκολη. Ως προς την αποτελεσματικότητα της μάθησης και τη θετική επίδραση στα επιτεύγματα των μαθητών εξέφρασαν ουδέτερη άποψη, ενώ φάνηκε ότι δεν ενδιαφέρονται ιδιαίτερα να συμμετέχουν σε ομάδες κοινωνικής δικτύωσης για εκπαιδευτικούς σκοπούς. Τέλος, προέκυψε ότι δεν είναι πλήρως εξοικειωμένοι με τις εθνικές πολιτικές απορρήτου δεδομένων ως προς τη χρήση των ΜΚΔ, όμως έχουν την ευθύνη να διδάσκουν τους μαθητές τους για την ορθή χρήση.The global and unprecedented phenomenon of the COVID-19 virus pandemic has significantly affected every field of human activity and has resulted in the adoption of differentiated methods and practices by educational institutions of all levels during the mandatory interruption of live classes. The purpose of this paper is to investigate the opinions and practices of Primary Education teachers regarding the use of Social Networks for educational purposes during Emergency Distance Teaching. For the needs of the research, the quantitative data analysis method was carried out using the questionnaire as a data collection tool and 120 Primary Education teachers participated as a sample. From the results of the research, it appears that Primary Education teachers did not use Social Networks to communicate and collaborate with their students before the pandemic, but then due to the physical distance, the use of Social Networks increased and most teachers started use them to a greater extent to meet the demands of online teaching. The teachers P.E. seemed to agree that the pandemic had a positive effect on their knowledge and views on the use of Social Media in online learning, however, their utilization was not particularly easy. Regarding the effectiveness of learning and the positive effect on student achievement, they expressed a neutral opinion, while it appeared that they were not particularly interested in participating in social networking groups for educational purposes. Finally, it was found that they are not fully familiar with the national data privacy policies regarding the use of SMs, but they have a responsibility to teach their students about proper use

Reorienting Writing in the 21st-Century Classroom: A Mixed Methods Study of High School Students\u27 Experiences Using Digital Writing Tools to Support the Writing Process

The purpose of this action research study was to describe students’ experiences using digital writing tools to support the different stages of the writing process in Honors-level English classes at a large suburban public high school in the southeastern United States. Reports from the writing section of the Scholastic Assessment Test (SAT) reveal that writing scores for college-bound seniors declined by 15 points between 2005 and 2016. Even though students use social media tools for daily communication, some studies suggest students fail to make the connection between digital tools they use every day and the potential use of digital tools for writing. This convergent parallel mixed methods study examined three areas: 1) students’ attitudes toward using digital writing tools during different stages of the writing process, 2) how students utilized digital writing tools to support different stages of the writing process, and 3) factors that influenced students’ utilization of digital writing tools. During the first phase, 58 students completed a survey assessing their writing and technology skills, describing frequency of digital tool use, identifying types of digital writing tools used, and revealing their attitudes about using digital writing tools. This survey yielded quantitative data as well as demographic information. During the next phase, initial survey information identified potential interview candidates with differing levels of writing and technology skills. During the third phase, a purposive sample of eight participants was interviewed, and information from these interviews helped focus the creation of questions for the student essay reflection questions used during the fourth vi phase. During the fourth phase, students completed reflections about their use of digital writing tools after major writing assignments. Qualitative data stemmed from an open-ended survey question, interview information, and student essay reflections. Qualitative data were analyzed using the inductive analysis process to reveal themes across data sources. At the end of the coding process, five persistent themes evolved: 1) purpose for using digital writing tools, 2) influences on the writing process, 3) benefits of using digital writing tools, 4) challenges of using digital writing tools, and 5) discovery of digital writing tools. Findings indicated types of digital writing tools used are influenced by the student’s purpose for digital tool use, students used different tools during each stage of the writing process or to meet the requirements of the assignment, students utilized digital writing tools because the tools helped improve their writing while aiding efficiency, students did not use digital writing tools if the tool lacked consistency, or they did not know how to use the tool, and students searched for a digital tool to use on their own, but more often, students were influenced to use a digital tool. Implications from this study suggested potential recommendations for incorporating instruction about digital writing tools used in the writing process in teacher preparation programs as well as providing more differentiated professional development opportunities about digital writing tools for current teachers. Another implication suggested opportunities for future research by teachers or researchers interested in the utilization of digital writing tools during the writing process