7,607 research outputs found

    Instructional Technology Integration and Situational Interest in Math

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    Motivating students to be engaged in learning, especially in math, has been a perennial challenge for educators. Over the past 20 years, instructional technology has become an increasingly prevalent teaching tool that, according to many educational observers and researchers, can have a transformative effect on teaching and learning because of the way that it engages todayā€™s students. The purpose of this quantitative study was to determine the relationship between studentsā€™ perceptions of technology integration and situational interest in middle school math so that educational planners will be better informed when making instructional decisions concerning the use of technology in the math classroom. In this study, the relationship between studentsā€™ perceptions of teacher technology integration and situational interest in math was investigated using the Pearson product-moment correlation coefficient. A moderate, positive correlation was established and found to be significant [r=.461, n=223, pResults from this study showed middle school students who perceive a higher degree of teacher instructional technology integration show higher levels of situational interest in math. Results also indicated that there was a statistically significant difference in the relationship between perceptions of instructional technology integration and situational interest in math between sixth and eighth graders. No statistically significant differences in this relationship were found between any other sub-groups. The findings of this study suggest that instructional technology can be a motivating factor for middle school students regardless of sex, grade, or race and that educators should pursue student centered paths to instructional technology integration

    Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model

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    The purpose of this paper is to present a series of observations made by researchers and educators on the integration of serious games in the educational experience of users with intellectual disabilities (ID). Data were gathered from four different studies and different games were used, in order to identify a successful model of games based learning application. Moreover, results that highlight the motivational importance of playful integration towards the promotion of self determination in students with ID, will be presented. According to the authorsā€™ findings, special education can be benefited from the successful integration of digital games in the educational scenario, creating a safe and personalized educational environment for the students, as well as a valuable motivational tool for the educator - especially when the educator takes a threefold role, able to support a hybrid model of digital and non digital play. Trying to assist the educational efforts of special education teachers, the authors will present the results of a series of case studies and applications, the role of the educator, as well as practical considerations that resulted in the sketch of a model of playful game-based learning integration

    Does use of touch screen computer technology improve classroom engagement in children?

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    Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Appleā€™s ā€˜iPadā€™, in an upper primary school setting with regard to childrenā€™s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting

    Should there be a future for Tablet PCs in schools?

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    Tablet PCs are a relatively new format of computer, which seem to offer features which may be beneficial to schools. The uptake of Tablet PCs by schools has been somewhat limited, not least due to their greater cost than laptops of a 'similar' specification. This paper explores the key question of the extent to which schools should be investing in Tablet PCs, if at all, in preference to other formats of fully functional PCs, drawing on evidence from a Becta funded evaluation of the use of Tablet PCs in schools in England conducted in 2004-2005. The Computer Practice Framework was used to develop a set of questions which helped structure a meta-analysis of the data from 12 case studies that formed part of this evaluation. The methodology used and some limitations of the evaluation are outlined, and the key findings are described. The paper concludes that Tablet PCs do appear to offer significant potential to schools, though this potential was not being fully realised in most of the case study schools. A number of specific circumstances in which Tablet PCs do appear to be the most cost effective option are also identified

    The Effect of Media Literacy and Cognitive Ability on Recognition Laptop-Based Media for Children

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    Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson. Keywords: media literacy, cognitive ability, laptop-based learning media References: Adams, D., & Hamm, M. (2001). Literacy in a multimedia age. MA: Christopher- Gordon Publishers. Ames, M. G. (2016). Learning consumption: Media, literacy, and the legacy of One Laptop per Child. The Information Society, 32(2), 85ā€“97. https://doi.org/10.1080/01972243.2016.1130497 Arsyad. (2013). Media Pembelajaran [Learning Media]. Raja Grafindo Persada. Bedford, D. (2021). Evaluating confidence in information literacy: A red/amber/green approach. Journal of Information Literacy, 15(1), 96ā€“104. https://doi.org/10.11645/15.1.2833 Buckingham, D., Banaji, S., Burn, A., Carr, D., Cranmer, S., & Willett, R. (2015). The Media Literacy of Children and Young People (p. 76). Youth and Media Institute of Education. www.ofcom.org.uk Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Colom, R., Escorial, S., Shih, P. C., & Privado, J. (2007). Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents. Personality and Individual Differences, 42(8), 1503ā€“1514. https://doi.org/10.1016/j.paid.2006.10.023 Dodonova, Y. A., & Dodonov, Y. S. (2012). Processing speed and intelligence as predictors of school achievement: Mediation or unique contribution? Intelligence, 40(2), 163ā€“171. https://doi.org/10.1016/j.intell.2012.01.003 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parentsā€™ Views of Their Young Childrenā€™s Access and Use of Technological Devices. Early Childhood Education Journal, 44(2), 127ā€“134. https://doi.org/10.1007/s10643-015-0695-4 Faigenbaum, G., Sigman, M., & Casiraghi, L. P. (2018). Young Children Use Discovery and Creation Significantly More Than Adults for Deciding Ownership. Child Development Research, 2018(4). https://doi.org/10.1155/2018/1517904 Ferguson, B. A., Downey, J. L., Shriver, A. E., Goff, K. L., Ferguson, A. M., & De Mello, M. C. (2018). Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic. Child Development Research, 2018. https://doi.org/10.1155/2018/3943157 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in ā€œEducationalā€ Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3ā€“34. https://doi.org/10.1177/1529100615569721 Hobbs, R. (2011). The state of media literacy: A response to potter. Journal of Broadcasting and Electronic Media, 55(3), 419ā€“430. https://doi.org/10.1080/08838151.2011.597594 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449ā€“473. https://doi.org/10.1007/s40692-015-0043-0 Juditha, C. (2013). Literasi Media pada Anak di Daerah Perbatasan Indonesia dan Timor Leste [Media Literacy for Children in the Border Areas of Indonesia and Timor Leste]. JURNAL IPTEKKOM: Jurnal Ilmu Pengetahuan & Teknologi Informasi, 15(1), 47. https://doi.org/10.33164/iptekkom.15.1.2013.47-62 Kaushal S and Singh CK. (2021). Home Stimulation and Cognitive Abilities of Disadvantaged Children. Journal of Scientific Research, 65(1). https://doi.org/DOI: 10.37398/JSR.2021.650413 Kellner, D., & Share, J. (2007). Critical Media Literacy, Democracy, and the Reconstruction of Education. Peter Lang Publishing. www.centerxgseis.ucla.edu Leena Rantala. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care Since 2004. The National Association for Media Literacy Educationā€™s Journal of Media Literacy Education, 3, 123ā€“133. Liu, W., Tan, L., Huang, D., Chen, N., & Liu, F. (2021). When Preschoolers Use Tablets: The Effect of Educational Serious Games on Childrenā€™s Attention Development. International Journal of Humanā€“Computer Interaction, 37(3), 234ā€“248. https://doi.org/10.1080/10447318.2020.1818999 Livingstone, S., Marsh, J., Plowman, L., & Fletcher-Watson, B. (2015). Young Children (0-8) and Digital Technology(p. 55). Joint Research Centre. http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Macias, C., & Choi, K. (2021). Preschoolersā€™ beliefs about media technologies: The role of family income. Human Behavior and Emerging Technologies, 3(4), 572ā€“584. https://doi.org/10.1002/hbe2.278 Papadakis, S., Kalogianakis, M., Sifaki, E., & Monnier, A. (2021). Editorial: The Impact of Smart Screen Technologies and Accompanied Apps on Young Children Learning and Developmental Outcomes. Frontiers in Education, 6, 790534. https://doi.org/10.3389/feduc.2021.790534 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. Int. J. Mobile Learning and Organisation, 11(3), 22. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187. https://doi.org/10.1504/IJMLO.2016.077867 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016b). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Potter, W. J. (2010). The state of media literacy. Journal of Broadcasting and Electronic Media, 54(4), 675ā€“696. https://doi.org/10.1080/08838151.2011.521462 Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 101487. https://doi.org/10.1016/j.intell.2020.101487 Rusydiyah, E. F., Ummah, F. S., & Mudlofir, A. (2020). The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7(1), 67ā€“77. https://doi.org/10.15408/tjems.v7i1.13650 Salomon, G. (1990). Cognitive Effects with and Of Computer Technology. Communication Research, 17(1), 26ā€“44. https://doi.org/10.1177/009365090017001002 Schaeffer, J. (2021). The influence of cognitive abilities on article choice and scrambling performance in Dutch-speaking children with autism. Language Acquisition, 28(2), 166ā€“194. https://doi.org/10.1080/10489223.2020.1724293 Seftiani, I. (2019). Alat Evaluasi Pembelajaran Interaktif Kahoot pada Mata Pelajaran Bahasa Indonesia di Era Revolusi Industri [Kahoot Interactive Learning Evaluation Tool for Indonesian Language Subjects in the Industrial Revolution Era] 4. 0. Prosiding Seminar Nasional Bulan Bahasa (Semiba) 2019, 284ā€“291. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacherā€™s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. 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    Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

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    Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on oneā€™s own practice, and being described as an ā€œadaptive expertā€. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt oneā€™s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachersā€™ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachersā€™ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidatesā€™ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

    The effects of one-to-one computing for students with disabilities in an inclusive language arts class

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    Technology has become increasingly prominent in schools. The purpose of this study was to examine the integration of technology with students with disabilities, particularly the use of one-to-one computing when used in inclusive classrooms. This study took a qualitative approach exploring how one teacher integrated one-to-one computing into her curriculum and how students with disabilities perceived that integration. The nine week study took place in a rural, Midwest, eighth grade inclusive language arts classroom. The general education language arts teacher and two students who received special education services were participants in the study. Data were collected from teacher interviews, student interviews, transcripts of classroom activities, observational field notes, and document analysis. The data analysis resulted in 11 themes in response to the three research questions. The results suggested that this teacher used a variety of resources while integrating one-to-one laptops to engage her students. The students specifically described the teacher as a role model on how to use new technological applications for academic purposes such as completing and submitting assignments electronically. The findings from teacher and student data revealed perceived learning benefits and barriers of using one-to-one computing. One significant benefit of one-to-one computing was how it assisted the teacher\u27s integration of 21st century skills in the curriculum. This integration of one-to-one laptops leveled the playing field for students with disabilities by increasing access, promoting social benefits, and practicing the content at their level. Students in this study experienced learning benefits as their student responsibilities changed. Despite some barriers to one-to-one implementation, students\u27 preference would be to continue to learn with one-to-one laptops rather than going back to traditional methods of receiving instruction. Several recommendations to increase the integration of technology were suggested. Recommendations included structured professional development such as technology training, differentiated instruction, and constructivist teaching, additional time for peer collaboration, becoming familiar with students\u27 IEPs, and sharing district goals for one-to-one computing. Suggestions for future research consisted of comparing first to third year one-to-one implementation for students with disabilities, differences in technology integration between novice and experienced teachers, and the effects of gaming for students with disabilities

    Evaluation of the DfES ICT Test Bed Project: annual report 2004

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    Occupational Stress and Burnout in K-2 Educators Postpandemic: A Hermeneutic Phenomenology

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    The purpose of this hermeneutic phenomenological study was to describe occupational stress and burnout as experienced by Kā€“2 elementary educators in central Pennsylvania postpandemic. The theories guiding this study were Lazarus and Folkmanā€™s transactional model of stress and coping and Lazarusā€™s cognitive-motivational-relational theory of emotion, which provided a framework for understanding how educators process occupational stress. The central research question guiding this qualitative phenomenological study was: What is the lived experience of Kā€“2 elementary school educators postpandemic? The sample consisted of 12 to 15 Kā€“2 educators from across three school districts in central Pennsylvania. Data were collected using journal entries, semistructured individual interviews, and focus group sessions. Data were analyzed using open coding to identify themes. Phenomenological reduction and imaginative variation were used to create textural descriptions of the essence of the experience of occupational stress for Kā€“2 educators. The findings of the study demonstrate that varying needs of students and staffing shortages contribute to occupational stress and burnout in Kā€“2 educators
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