Plataforma Web de Gestión de Actividades de aprendizaje, para soporte del modelo de Aula Invertida en Educación Media

This article presents the SmartFC web platform, a tool aimed at teachers, which supports the implementation of the flipped classroom model even in conditions of low or no connectivity. This proposal introduce the use of open educational resources but also proposes a learning activity to be designed or reused by each teacher under the flipped classroom model, in addition to propitiating the creation of more participative and collaborative classe

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public

Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants\u27 transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment

The Role of the School Psychologist in K-12 Online and Blended Learning Environments

With the appropriate preparation and training, school psychologists are uniquely suited to provide support within the K-12 online learning environment for students, teachers, administrators, and families. The preparation and training needs at the level of graduate training and professional development are highlighted. Specific emphasis is placed on the adaptation of the school psychologist’s functions in the areas of consultation, intervention, assessment, and counseling. Additionally, the development of better credentialing models for interstate service delivery and the need for empirical research related to school safety are discussed

A Transcendental Phenomenological Study of Connective Experiences Between Elementary Teachers and Parents in a Virtual Setting

The purpose of this transcendental phenomenological study was to understand how connective experiences are built between elementary teachers and parents in a virtual setting at the ABC school district in the southeastern region of the United States. The theory guiding this study was Siemens’ connectiveness theory, as it explored the students\u27 knowledge impacted by the connective experiences of the network of elementary teachers and parents in accessing their learning and success in the virtual school setting. Three essential research questions focused on the connective experiences between elementary teachers and parents in the virtual setting in the southeastern part of the United States. Data collection for this study consisted of interviews utilizing researcher-designed questions conducted with a purposeful sampling of elementary teachers and parents who have received education through the virtual setting, focus groups, and journal questions from the same teachers. Data collection methods included interviews, focus groups, and journal prompts. Data analysis included the organization, analysis, and synthesis of data through phenomenological reduction, horizontalization, and identification of themes in clusters of significance. The results demonstrated how connective experiences supported connections between selected elementary teachers and parents, including themes relating to their experiences. Significant themes that emerged in the study included: teachers were connected with households due to the teachers teaching in the homes every day while building relationships with parents; accountability contributed to parents and teachers becoming a team to support students; and the virtual setting created an environment for students to become independent learners

Multiple intelligences and network affordances: can videos enhance students' perceptions of their learning experience, learning outcomes and subject engagement?

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This mixed-methods research focuses on students' and lecturers' perceptions of the value of online videos in relation to student's learning experiences and engagement with respect to the effect of multiple intelligences. This helps to clarify whether there is a relationship between students' multiple intelligences scores and their age, gender, learning experience and motivation. This study also reports on interviews conducted with both lecturers and students. It seeks to answer how and why students use online videos, and how this might influence engagement in their subjects. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology. It also reports whether employing various types of videos within a subject could increase and support learning needs and intelligences of students. Furthermore, lecturers' perceptions of different modes and purposes for online videos and their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach are investigated. Analysing the quantitative data, a number of important insights were obtained. For example, it was revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Musical-Rhythmic intelligences were other highly developed intelligences of students. Based on the lecturers' responses, there seems to be distinctive similarities and differences between two disciplines in the extent of video integration and types of videos that they use. The most visible similarity between these participants is in terms of incorporating different kinds of short YouTube videos. As for Tech-literacy, unlike participants from Behavioural Sciences who relied on videos from YouTube and other online resources, all Educational Science participants could create their own videos by using Camtasia, and not having a reliance on the available online sources. Moreover, there seems to be certain tech-literacy differences between baby boomers and Generation Xers. Considering lecturers' perception on the flipped classroom approach, the study revealed some challenges in their teaching. According to the data gathered from interviews, it seems that the challenges are around the use of Camtasia, rigidity (clunky platforms), technology access and funding, technology mastery, upskilling in latest technological change and innovation, the structure and the pedagogy and the types of activities that they implement. The findings also revealed many advantages in successfully implementing the flipped model. For instance, the participants claimed that offering subjects in this approach provides students the opportunity to view lectures at home; thus freeing class time for demonstrating problem solving and deeper discussion-based face-to-face learning and understanding of the material. Students' interview findings revealed that the videos were perceived to be beneficial for students' engagement and motivation. The results also revealed that interest plays a major role for students who are keen to watch the topics that intrigue them. Based on their responses, it seems that they were dissatisfied with monotonous video lectures that failed to make their learning interesting. It seems that students are no longer interested in too much reading, and prefer easier and less demanding modes of learning, i.e. watching videos which denote a change in their desired mode of internalizing knowledge to an easier one. Desire for brevity, conciseness, and to the point videos with no additional materials were also found more attractive and engaging for them. They enjoy the flexibility to be able to watch videos with no time and place restrictions. Variety is perceived to be important to Net-Geners in particular, and music and visual aids seem to be their preference and a significant motivational stimulus. Animation and simulation make their learning easier. They like cognition forming and cognition sharing as a team work strategy and have the higher stimulus of interactive communication. Lastly, it seems that videos could be used as new modalities for changing the life for people with various learning disabilities. Based on students' responses, it seems that they were mostly satisfied with the video integration as they reported positive experiences from the videos uploaded and shared by lecturers. The results revealed the interactivity of videos and students' preference toward games and pleasure and interest sparked by video integration. The results indicated that visually attentive students would be more intrigued and motivated if the lecturer had incorporated a visual modality. Video integration has made them free from the burden of note taking and paying attention to the lecture at the same time. Videos have provided them the opportunity and flexibility to refer back to what is being said by the lecturer with no time and place restriction and with the benefit of documentation once it is downloaded. The findings also revealed that videos cannot stand entirely by themselves and need supplementary material or tutoring on the part of the teacher. The students addressed the necessity of their lecturers' need for familiarity with the latest Apps, as well as the lecturers' need to overcome a lack of technology literacy, in particular, in the psychology discipline. In conclusion, this study found that, with regard to online video materials, students also reported that videos could address their various intelligence types and abilities. Because students have different combinations of abilities and intelligences, they are attracted to various video activities based on different reasons, such as note taking, auditory and music, visuals, playing games, interactive discussions and questions, entertainment, and practical examples of real life experiences. Therefore, the existing video materials are sufficient to supplement the lesson curriculum and to address their intelligences

Middle School Students\u27 Experiences in an Online Problem-Based Learning Environment

The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students\u27 levels of motivation and engagement. Vygotsky\u27s zone of proximal development (ZPD), Bandura\u27s theory of self-efficacy, Dewey\u27s experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students\u27 buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy