Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills

This paper describes the design of an adaptive intelligent augmented reality serious game which aims to foster problem solving skills in young learners. Studies show that our students lack computational thinking skills in high school, which raises the need to establish new methods to develop these skills in our younger learners. We believe that problem solving skills are the fundamental skills of computational thinking and are critical for STEM, in addition to a broad range of other fields. Therefore we decided to focus on those meta-cognitive skills acquired to foster problem solving, such as strategic knowledge. The game described in this paper provides a unique adaptive learning environment that aims to develop learners’ meta-cognitive skills by utilizing augmented reality technology, believable pedagogical agents and intelligent tutoring modules. It offers a great user experience and entertainment which we hope will encourage learners to invest more time in the learning process. This paper describes the architecture and design of the game from the viewpoint of educational pedagogies and frameworks for serious game design

Cultivating 21st century competencies in a virtual worlds learning environment

Education reforms in recent years have pressured schools to show achievement results through testing and conformity to standards. Problems of low student engagement in the current test-heavy environment have been a serious barrier to learning in schools across the United States, especially in low socioeconomic areas. After years of unsuccessful testing programs, educators and researchers are calling for approaches that enhance student engagement and foster the 21st century competencies that students need to succeed. Researchers have found that engagement, 21st century competencies, and learning can be enhanced using virtual worlds approaches (Arici, 2008; Barab, Dodge, & Ingram-Goble, 2006; Dede, Nelson, Ketelhut, Clarke, & Bowman, 2004; Klopfer, Osterweil, &Salen, 2009; Ludgate, 2008). Research in learning supports socialization and situated experiences in which content is learned in a meaningful, active context such as is provided by virtual worlds (Brown, Collins, & Duguid, 1989; Gee, 2003; Lave & Wenger, 1991). This mixed-methods study used existing quantitative student data from the Quest Atlantis Project at Indiana University, and qualitative survey data from trained teachers experienced with the Quest Atlantis virtual worlds learning environment. Research questions addressed teacher observations of 21st century competencies, the degree that students were engaged with Quest Atlantis, and looked for other benefits seen by teachers. Findings showed (a) Quest Atlantis fosters 21st century competencies as reported by teachers; (b) Quest Atlantis is highly engaging for students; and (c) Academic content learned in Quest Atlantis transfers to traditional testing formats. Future research is recommended to examine why teachers in this study reported relatively lower levels of student creativity. Additionally, because students of low socioeconomic status showed equal or better results in 21st century competencies, further study of socioeconomic variables relating to learning in virtual worlds is recommended. The National Education Technology Plan (2010) recommends fostering 21st century competencies and new learning approaches such as virtual worlds, games, and other interactive technologies. Continued study of virtual worlds holds potential for innovative solutions for improving student engagement and learning in America\u27s classrooms