Show and Tell: Learning with Interactive Videoconferencing in Kindergarten

The research investigated how kindergartners make meaning using interactive videoconferencing. The study explored two research questions: 1) What types of meanings are being formed by the kindergartners during interactive videoconferences and, 2) What are the nature of young children\u27s emerging inquiries and dialogue surrounding their use of interactive videoconferencing in their classroom? The study embodied a Vygotskian perspective as the theoretical framework in order to meet demands associated with the young participants\u27 vulnerability, developmental appropriateness, and the students\u27 interactive learning environment. Employing an ethnographic, participant observation methodology, the research design was informed by three criteria: 1) a pilot study, 2) Miles and Huberman\u27s (1994a) recurring themes in qualitative data analysis, and 3) literature review results emphasizing the nuances of contemporary culture. Field observation occurred from October 2007 through February 2008 in a Southwestern Pennsylvania kindergarten classroom. Students participated in 7 videoconferences with distant peers or content experts. Data from a gingerbread and puppetry videoconference and an astronomy program were selected for further analysis based on their ability to illustrate poignant examples of how the kindergartners formed meaning during collaborations. Data analysis procedures involved the importing of dialogue from videoconferencing transcriptions, field notes, and other artifacts into the ATLAS.ti qualitative data analysis software for open coding, data display, and grounded theory development. Results developed from open coding and concept maps in ATLAS.ti informed the following theory development. First, learning with interactive videoconferencing in kindergarten supports meaning making from four Vygotskian tenets: 1) the social origins of learning, 2) sign and tool use through mediated activity, 3) the importance of language, and 4) support for the zone of proximal development. Additionally, the students\u27 meaning making involved the tenets\u27 entwinement rather than the solitary occurrence of individual tenets. Regarding the kindergartners\u27 emerging inquiries, during sustained interactive videoconferencing levels, children\u27s inquiries and dialogue evidenced exploratory talk that was purposeful, reflective and self-directed. It also indicated comfort with the technology. This study is unique in its multidisciplinary application of Vygotskian learning theory to kindergartners\u27 meaning making with videoconferencing and provides a foundation for extended use of qualitative methods to examine young children\u27s\u27 learning with technology

Promoting Andean children's learning of science through cultural and digital tools

Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

THE CART BEFORE THE HORSE?: A PHENOMENOLOGICAL STUDY OF THE PERSPECTIVES AND EXPERIENCES OF MAKER EDUCATION SUPERVISORS IN INDEPENDENT SCHOOLS (9-12)

Over the past decade, makerspaces have increased in popularity all over the globe (Lou & Peek, 2016) and their addition continues to be a popular trend in the K-12 educational space. In the K-12 environment, the decision to implement a makerspace frequently consists of finding, repurposing, or building a suitable space, and outfitting it with the latest technology trends with the anticipation that ‘if you build it, they will come.’ As a director of a makerspace, my experience is that integrating curriculum across disciplines, or creating pedagogical goals for the makerspace, frequently becomes a priority after the space is designed and the equipment is ordered. This poses a challenge for all stakeholders and accounts for a problem in practice that needs to be addressed. This qualitative study utilized a phenomenological approach inspired by Kurti, Kurti, and Fleming’s (2014) philosophy of educational makerspaces to understand the perspectives and experiences of makerspace leaders at independent schools (9-12). In addition, the study explored what challenges and opportunities directors face when designing, implementing, and managing makerspaces centered around design thinking and learning-by-doing. Data was collected via a demographic survey, interviews, artifacts, and a researcher journal. The data was analyzed using first-cycle codes and coding followed by second-cycle coding with pattern codes (Miles, Huberman, & Saldaña, 2014). The findings from this study will inform the development of a framework for Maker Education in independent schools (9-12) and contribute to the growing body of scholarship about Maker Education in K-12 education. Several themes emerged from the participants: 1) why the makerspace was created; 2) the need for a Community Space; 3) novelty and attraction; 4) student engagement; 5) theory to practice; 6) interdisciplinary and multidisciplinary instruction; and 7) challenges. The data suggested the makerspaces were not created based on any specific pedagogical approach, but rather as a result of student interest in a particular piece of equipment. Additionally, there was a strong interest in providing additional opportunities for students within the makerspace, but several factors prevented its growth. Participants commonly mentioned issues such as scheduling, budget, and competing priorities

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

HSCI2012: proceedings of the 9th International Conference on Hands-on Science

Including 1st Childrens’ Summit on Hands-on Science & Environmental Education. The core topic of the 9th Hands-on Science Conference are “Science Education, Environment and Society" and "Reconnecting Society with Nature through Hands-on Science”.Livro que reúne os trabalho extensos aceites para publicação nos proceedings da 9th HSCI conferenc

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait

The content of electronic mentoring: A study of special educators participating in an online mentoring program

The purpose of this study was to describe the content and frequency of interactions that occurred in an electronic mentoring program involving beginning special educators and their mentors. In addition, the characteristics of mentors’ and mentees’ and perceived outcomes of mentees’ were provided. This study sought to address questions about the types of support that new special educators seek and receive. A mixed method research design was utilized to explore the archived transcripts of mentors’ and mentees’ discourse as well as mentees’ and mentors’ post-surveys. Data were analyzed through the use of quantitative and qualitative methods and interpreted through the use of Interstate Teacher Assessment and Support Consortium standards, How People Learn framework, and documented needs and concerns of beginning special educators based on a review of literature. Surveys responses included descriptive information and perceptions of beginning teachers concerning their levels of preparedness at the completion of the pilot program. This study provides an understanding of electronic mentoring within one program in order to inform efforts for mentoring and induction of beginning special educators

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe