Perceptions of Technology in Dance Education: the Effect of Technology on Student Learning and Teaching Strategies of the Twenty-First Century Skills in Dance Education

The purpose of this study was to assist educators in understanding the advantages and disadvantages of using technology in a dance classroom to teach the twenty-firstcentury- skills of creativity, critical thinking, and collaboration. This research evaluated perceptions of technology integration through the lens of fifty-four current dance educators with a goal of discovering the effects technology has on teaching strategies and student learning in a dance classroom. The research instrument used in this study was an electronic survey that included both quantitative and qualitative questions to analyze the data. The data suggested that current dance educators supported the use of technology in dance education, yet shared mixed reviews on when and how technology should be integrated in the dance classroom

Level up learning: a national survey on teaching with digital games

Digital games have the potential to transform K-12 education as we know it. But what has been the real experience among teachers who use games in the classroom? In 2013, the Games and Learning Publishing Council conducted a national survey among nearly 700 K-8 teachers. The report reveals key findings from the survey, and looks at how often and why teachers use games in the classroom, as well as issues they encounter in their efforts to implement digital games into their practice

Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction

Teacher perceptions of factors that influence their own self-efficacy with using one-to-one technology during literacy instruction were examined through a multi-site, multi-subject case study. An initial survey was administered to determine the self-efficacy level of a group of participants from a school district that was implementing a one-to-one technology initiative. From this initial data set, four participants with varying levels of self-efficacy were invited to participate in the second, qualitative, phase of the data collection process to better understand factors they perceived to influence these levels. Results revealed that teachers perceived their self-efficacy of one-to-one technology use during literacy instruction to be influenced by several factors including the overall value they assigned to technology and the level of technical and moral support they received. Common themes emerged that indicate more can be done to improve teachers’ self-efficacy with one-to-one technology use, which may in turn increase district’s return on their technology investment

IGeneration: A Study in Challenge Based Learning at a Small Private University

Faculty-buy in is an essential component of successful technology integration processes at the Higher Education level. The goal of this case study was to assess the University faculty\u27s role in the utilization of Challenge Based Learning while teaching undergraduate students. Did the University have the faculty\u27s support and buy-in concerning the use of Challenge Based Learning as a campus-wide initiative? The perspectives of 16 full-time University faculty members enrolled in a Challenge Based Learning pilot study were explored at the beginning of the Challenge Based Learning pilot and then and were assessed again upon the completion of the pilot. The findings of the study were in favor of using Challenge Based Learning again

Introducing Green, Eco-Friendly Practices and Circular Economy Principles in Vocational Education Through a Novel Analysis-Synthesis Method: Design, Implementation and Evaluation

Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, eco-friendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain - yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the proposed method in extent and possibly compare results across education grades or engineering fields, as the method is generic enough to be easily adaptable for different ages/grades and engineering/technical fields of study

Cybersecurity Strategies for Universities With Bring Your Own Device Programs

The bring your own device (BYOD) phenomenon has proliferated, making its way into different business and educational sectors and enabling multiple vectors of attack and vulnerability to protected data. The purpose of this multiple-case study was to explore the strategies information technology (IT) security professionals working in a university setting use to secure an environment to support BYOD in a university system. The study population was comprised of IT security professionals from the University of California campuses currently managing a network environment for at least 2 years where BYOD has been implemented. Protection motivation theory was the study\u27s conceptual framework. The data collection process included interviews with 10 IT security professionals and the gathering of publicly-accessible documents retrieved from the Internet (n = 59). Data collected from the interviews and member checking were triangulated with the publicly-accessible documents to identify major themes. Thematic analysis with the aid of NVivo 12 Plus was used to identify 4 themes: the ubiquity of BYOD in higher education, accessibility strategies for mobile devices, the effectiveness of BYOD strategies that minimize risk, and IT security professionals\u27 tasks include identifying and implementing network security strategies. The study\u27s implications for positive social change include increasing the number of users informed about cybersecurity and comfortable with defending their networks against foreign and domestic threats to information security and privacy. These changes may mitigate and reduce the spread of malware and viruses and improve overall cybersecurity in BYOD-enabled organizations

Cybersecurity Strategies for Universities With Bring Your Own Device Programs

The bring your own device (BYOD) phenomenon has proliferated, making its way into different business and educational sectors and enabling multiple vectors of attack and vulnerability to protected data. The purpose of this multiple-case study was to explore the strategies information technology (IT) security professionals working in a university setting use to secure an environment to support BYOD in a university system. The study population was comprised of IT security professionals from the University of California campuses currently managing a network environment for at least 2 years where BYOD has been implemented. Protection motivation theory was the study\u27s conceptual framework. The data collection process included interviews with 10 IT security professionals and the gathering of publicly-accessible documents retrieved from the Internet (n = 59). Data collected from the interviews and member checking were triangulated with the publicly-accessible documents to identify major themes. Thematic analysis with the aid of NVivo 12 Plus was used to identify 4 themes: the ubiquity of BYOD in higher education, accessibility strategies for mobile devices, the effectiveness of BYOD strategies that minimize risk, and IT security professionals\u27 tasks include identifying and implementing network security strategies. The study\u27s implications for positive social change include increasing the number of users informed about cybersecurity and comfortable with defending their networks against foreign and domestic threats to information security and privacy. These changes may mitigate and reduce the spread of malware and viruses and improve overall cybersecurity in BYOD-enabled organizations