PARTNERSHIP WITH LOCAL COMMUNITY IN SCHOOL CURRICULUM FOR ENCOURAGING ENTREPRENEURIAL COMPETENCE

Distinctiveness of an individual school is reflected in the school curriculum which is used to organize educational activities. The purpose of the paper is to give theoretical and legislative frame as well as the results of the analysis of three primary and three secondary school curricula. Document analysis is used as a research method. The basic areas of school curriculum are school efficiency, process of learning and teaching, school management, teacher’s professionalism and strategies of quality development. Each school constructs its own curriculum which is aligned with its optimal possibilities and demands of the national curriculum. A school curriculum plans for coexistence between students, teachers, parents, school management and local community. School and local community partnership encourages development of entrepreneurial competences, so it is necessary for cultural, economic and social events, in the context of pedagogical values, to find their place in the school. The analysis of legislation shows the need of introducing and developing entrepreneurial competences in schools, while the review of relevant research shows that 76. 2 % of teachers consider that entrepreneurial competences should be introduced in schools (Jokić et al., 2007). Entrepreneurial competences are developed in the school curriculum through cooperation with the local community. The analysis of school curricula points out the need of increasing the number of activities suggested in the school curricula (extracurricular activities, projects, etc.)

Exploring new literacies: A case study on technology and teacher development in Cuban primary schools

Cuba has successfully eradicated traditional illiteracy -- boasting rates upwards of 99% of its population. However, as other societies have digitized and moved towards a globalized marketplace, U.S. sanctions have severely limited the import of new technologies into the country and classroom. In response, this case study sought to investigate the learning environments of Cuban primary schools to determine the breadth of a divide and the suitability for applying recommended frameworks to teaching. Observations of primary school classrooms and facilities provided insight, bolstered by semi-structured group interviews and surveys with teachers, teaching students, and education professors. Findings revealed a high-level of awareness and optimism around the use of technology, crowdsourcing, and knowledge sharing, as well as a strong informatics-based curriculum. However, low resources and techno-determinism infringe upon equitable skill-building, continuous scaffolding, and sustainable integration

The DKAP Project The Country Report of Vietnam

Viet Nam is at the beginning of the Fourth Industrial Revolution. In order to grasp the opportunities that the revolution has brought about, and to successfully build the society of digital citizens, there must be the demand of enhancing the capacity and capability for students to meet international standards in terms of Information and Communications Technology (ICT) skills. Viet Nam was selected as one of the four countries (Viet Nam, Bangladesh, Fiji, and the Republic of Korea) to join UNESCO Bangkok’s “Digital Kids Asia Pacific (DKAP)” project, a comparative cross-national study with the aim to seek the understanding and address children’s ICT practices, attitudes, behaviors, and competency levels within an educational context. Thanks to the project, the Vietnamese research team completely conducted the survey in twenty (20) schools from five (5) provinces in Viet Nam. With the data on the digital citizenship competency levels of 1,061 10th grade students, the research team discovered the valuable findings to draw an initial big picture for Vietnamese policy makers, educators, and teachers about digital citizenship competencies of 15-year-old Vietnamese students

The development of multiliteracy with LEGO devices

In the digitalised school of the future students and teachers are connected to a network with digital devices while simultaneously maintaining the cogni-tive perspective of the printed culture and the attitudes required by the information-based society. This duality manifests itself in the phenomenon of multiliteracy impacting the very concept of literacy as well. We aim to explore how has multiliteracy influenced the teaching and learning process in today’s schools while identifying the main features of education in the information-based society and examining the potential of multiliteracy in enhancing the effectiveness of the knowledge acquisition process. LEGO device-supported story-telling can provide such opportunities. Various schools in several countries encourage teachers to strengthen the playful aspects of learning and prepare the related educational materials. This gamification-oriented approach helps teachers to increase student in-volvement in designing and solving the respective assignments. Thus, the process emphasizes the nurturing and not the suppressing of the playful attitude in children

The digital girls response to pandemic: Impacts of in presence and online extracurricular activities on girls future academic choices

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities

The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activitie

Playing, Constructionism, and Music in Early-Stage Software Engineering Education

[EN] Understanding that design involves trade-offs, thinking at multiple levels of abstraction, and considering the cohesion and coupling between sub-components of a larger whole is an important part of software (and other) engineering. It can be challenging to convey such abstract design concepts to novice engineers, especially for materials that are themselves abstract (e.g. software). Such challenges are compounded when teaching at the secondary school stage where students have limited experience of large-scale design problems that motivate the need for abstraction at all. In this paper, we describe a method for introducing these concepts to secondary school students using LEGO® and Raspberry Pi computers, asking them to build musical instruments as an entertaining way of motivating engagement with learning about design through play. The method has been successfully piloted in a series of three classroom sessions and key observations and experiences of using the method are presented.This project received no external funding but was funded by the UCL Department of Computer Science Strategic Research FundGold, NE.; Purves, R.; Himonides, E. (2022). Playing, Constructionism, and Music in Early-Stage Software Engineering Education. Multidisciplinary Journal for Education, Social and Technological Sciences. 9(1):14-38. https://doi.org/10.4995/muse.2022.1645314389

Models of formation of professional competence of future teachers

The aim of the work was to develop and determine the effectiveness of the model for building future teachers’ professional competence. The aim was achieved through the use of calculations of the efficiency coefficient, the coefficient of practical effectiveness, the Cohen’s kappa coefficient. It was established that the interactive approach, which was used before the beginning of studies among 15% of students, enabled obtaining a higher level of their knowledge. The traditional education system made it possible to achieve a high level of knowledge among 31% of students. The development of a model for building professional competence of future secondary school teachers provided for the use of non-standard approaches and digital technologies (Coursera, Prometheus). It was found that students showed a high quality of material presentation (3.41) and a lower level of organization of the educational process (0.91) during teaching practice. The results contributed to highly effective knowledge of ecology, informatics, pedagogy/educational methodology acquired by high school students. It was determined that 62% of students developed high professional competence skills. The practical significance of the work is the developed system of future teachers’ professional competence through the introduction of non-standard approaches. The prospects of the research may be related to the provision of options for increasing the level of professional competence for future teachers of secondary and higher educational institutions

Melhorando as taxas de graduação: Práticas legítimas e estratégias de jogo

Accountability pressures faced by teachers and leaders may lead well-intentioned educators to engage in strategic reporting and operational practices to increase test scores, graduation rates, and other indicators of student success. Such practices are referred to as gaming behaviors. School district personnel attending a Georgia educational conference (N=146) reported a significant prevalence of two such practices – purging data for students enrolled for a short period of time and fabricating withdrawal forms in case of audit. Exploratory factor analysis yielded three categories of strategies employed by school districts to improve reported graduation rates: a) practices that directly contradict the rules governing ethical reporting of data (Factor1); b) legitimate educational practices aiming to enhance student learning (Factor2); and c) possible gaming strategies aiming to exclude low performing students from the computation of graduation rates (Factor3). Latent profile analysis distinguished a) a group with average scores on all factors (N=120); and b) a group with significantly higher scores on Factor1 and Factor3 (N=26). The second group included a significantly larger proportion of individuals from districts with 5,000 – 10,000 students; districts of this size may have the expertise in-house to understand calculations and take strategic action with their data reporting practices.Presiones sobre rendición de cuentas pueden llevar a educadores bien intencionados a comprometerse en informes estratégicos y prácticas operativas para aumentar los resultados de las pruebas, las tasas de graduación y otros indicadores de éxito del alumno. Estas prácticas se denominan comportamientos de juego. El personal del distrito escolar en Georgia (N= 146) relató una prevalencia significativa de dos de estas prácticas - expurgando los datos para los alumnos matriculados por un corto período de tiempo y fabricando formularios de retiro en caso de auditoría. El análisis factorial exploratorio resultó en tres categorías de estrategias empleadas por los distritos escolares para mejorar las tasas de graduación relatadas: a) prácticas que contradice directamente las reglas que rigen el relato ético de datos; b) prácticas educativas legítimas destinadas a mejorar el aprendizaje de los alumnos; y c) posibles estrategias de juego con el objetivo de excluir a los alumnos con bajo desempeño del cálculo de las tasas de graduación. Este análisis distinguió un grupo con puntuaciones medias en todos los factores y un grupo con puntuaciones significativamente más altas en la primera y tercera categorías. El segundo grupo incluyó una proporción significativamente mayor de individuos de distritos con 5.000 a 10.000 alumnos; los distritos de este porte pueden tener la experiencia para entender los cálculos y tomar acciones estratégicas con sus prácticas de informes de datos. Pressões sobre prestação de contas podem levar educadores bem-intencionados a se engajarem em relatórios estratégicos e práticas operacionais para aumentar os resultados dos testes, taxas de graduação e outros indicadores de sucesso do aluno. Tais práticas são referidas como comportamentos de jogo. O pessoal do distrito escolar na Geórgia (N = 146) relatou uma prevalência significativa de duas dessas práticas - expurgando os dados para os alunos matriculados por um curto período de tempo e fabricando formulários de saque em caso de auditoria. A análise fatorial exploratória resultou em três categorias de estratégias empregadas pelos distritos escolares para melhorar as taxas de graduação relatadas: a) práticas que contradizem diretamente as regras que regem o relato ético de dados; b) práticas educativas legítimas que visam melhorar a aprendizagem dos alunos; e c) possíveis estratégias de jogo com o objetivo de excluir os alunos com baixo desempenho do cálculo das taxas de graduação. Esta análise distinguiu um grupo com pontuações médias em todos os fatores e um grupo com pontuações significativamente mais altas na primeira e terceira categorias. O segundo grupo incluiu uma proporção significativamente maior de indivíduos de distritos com 5.000 a 10.000 alunos; distritos deste porte podem ter a expertise para entender os cálculos e tomar ações estratégicas com suas práticas de relatórios de dados

Scratch on Road Pedagogical Model: Study of learning perception

This paper presents Scratch on Road pedagogical model, that is been used in several 4th grade classes. This model foresees the participation of both the community and higher education institutions, with active roles in classes and consequently in students’ projects – stories, animations or games. This pedagogical model has an investigation component aiming to comprehend students’ perceptions relating their own learnings. The study, conducted in three classes, reveals that students don’t have a clearly perception relating their learnings, with focus on specific Scratch contents.info:eu-repo/semantics/publishedVersio