Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Preparing tomorrow\u27s teachers today

This portfolio documents the learning journey of a preservice teacher educator in Western Australia. The problem investigated is how should we best to prepare preservice teachers for teaching in future contexts. This document has several sections, firstly the literature review discusses topics that have relevance for teacher educators preparing teachers of the future to work in a knowledge-based economy. Then four phases of research both quantitative and qualitative are presented interlinked by a personal narrative. The narrative describes how the studies and research impacted on the teaching practices of the researcher. The powerful findings of the research with teachers in phase 1 and preservice teachers in phase 2 precipitated the reconceptualisation of a number of courses for preservice teachers co-ordinated by the author. This lead to the transformation of the instructional model used and the incorporation of a range of flexible delivery modes to support student learning styles and needs and foster student engagement and retention. The portfolio also contains descriptions and results of a number of small research projects, five peer reviewed and published papers. Reference is made to a number of peer reviewed academic conference papers presented by the researcher linked to the theme of the portfolio. The portfolio culminates with two peer reviewed publications which describe the current state of preservice teacher education in Western Australia as well as presenting a future vision of how we could prepare our preservice teachers to work in a future digital world. The overriding conclusion reached in this portfolio is that preservice teacher educators need to experiment with flexible modes of delivery to meet the learning needs and styles of our students. In this way we will be modelling flexible modes of teaching to our students to prepare them to teach in future contexts

Estudio de la actitud estudiantil frente a nuevos contextos tecnológicos y el progreso de la neurociencia

Introduction: Technology and Neuroscience have formed a strong collaboration to improve education. The effective use of information and communication technologies (ict) in education practice requires that both students and teachers maintain a positive attitude towards these technologies, and develop their use in educational contexts to update teaching methodologies based on educational neuroscience and neuropsychology. Thus, the use of ict requires a positive attitude when using these tools during the teaching-learning process, as a starting point to improve the quality of the process. The article was written in the year 2016 in the faculty of Education of the Universidad Internancional de la Rioja. Methodology: The aim of this study is to analyze the student´s attitudes towards the use of new technologies in primary school classrooms. We designed a questionnaire and gave it to 1,770 students aged 11 and 12 years from 50 ceip (Infant and Primary schools). Results: In general, the results show that whilst students of 11 and 12 years do not show a rejection of the use of ict, a low percentage demonstrate that they would prefer to use them in a group. Conclusions: An adequate use of ict in the classroom would depend on the predisposition of the students, and the knowledge of the technologies and their use by teachers and students. Therefore, it is recommended for ict to be implemented in the classroom in order to improve the teaching-learning process and to incorporate new methodologies from neuroscience research.Introducción: la tecnología y la neurociencia se han cohesionado fuertemente para colaborar con la mejora en la educación. El uso efectivo de las tecnologías de la información y la comunicación (tic) en la práctica educativa requiere que los estudiantes y profesores mantengan una actitud positiva hacia estas tecnologías y desarrollen su uso en contextos educativos para actualizar metodologías de enseñanza basadas en neurociencia y neuropsicología educativa. Por lo tanto, el uso de las tic demanda una actitud positiva al utilizar estas herramientas durante el proceso de enseñanza-aprendizaje, como punto de partida para mejorar la calidad del proceso. Este artículo fue escrito en el 2016 en la Facultad de Educación de la Universidad Internacional de la Rioja. Metodología: el objetivo de este estudio fue analizar las actitudes de los estudiantes hacia el uso de las nuevas tecnologías en las aulas de la escuela primaria. Diseñamos un cuestionario y lo entregamos a 1770estudiantes entre los once y doce años de edad de cincuenta ceip (escuelas infantiles y de primaria). Resultados: en general, los resultados muestran que aun cuando los estudiantes entre los once y doce años no muestran un rechazo al uso de las tic, un bajo porcentaje preferiría usarlas en un grupo. Conclusiones: un uso adecuado de las tic en el aula dependería de la predisposición de los alumnos, así como del conocimiento de las tecnologías y de su uso por parte de profesores y estudiantes. Por lo tanto, se recomienda implementar las tic en el aula para mejorar el proceso de enseñanza-aprendizaje y para incorporar nuevas metodologías de la investigación en neurociencia

Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?.

Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies. For this purpose, a systematic review was carried out, considering as valid studies those that had a pre-post and a control group. Based on a total of 61 studies (n = 5541 students) from 18 databases, results revealed that Flipped Classroom methodology is more effective than other methodologies in terms of learning achievement, in secondary and higher education, and it could be more beneficial than other methodologies in other constructs as motivation, self-efficacy, cooperativeness and engagement, among others. In primary education, findings revealed that Flipped Classroom could be as effective as other methodologies with regard to learning achievement, and other construct, such as self-concept and social climate. Depending on the educational stage, the effect size of differences was between 1.36 to 1.80 times larger in the case of Flipped Classroom group in comparison with control group. Based on these results, the Flipped Classroom could be more beneficial in comparison with traditional methodologies that are mainly used in higher education. However, it would not more beneficial in other educational stages where traditional approaches are not commonly used, such as in primary education.post-print649 K

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis

The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model.  Few studies were conducted in LMICs, indicating a gap in such research. &nbsp

Cool Schools

The Western Sydney University Cool Schools Initiative (CSI) was launched in 2018 to develop interdisciplinary research programs for heat-resilient primary and secondary school environments and design of heat-resilient curriculum. This report summarises current research in health and environmental sciences, planning policy, legislation and standards, sustainability education, and innovative design trends. Its purpose is to inform future research into student thermal comfort and cooling solutions for schools in Western Sydney and NSW

A Cybersecurity Model for a Roblox-based Metaverse Architecture Framework

The adoption of virtual reality VR and augmented reality AR headsets in futuristic and science fiction has made it possible for the Metaverse to exist as a single universal immersive virtual universe By extending technology outside of our physical reality the Metaverse alters the human experience The four categories we use to categorize metaverse definitions are environment interface interaction and social value Currently it is unclear what the metaverse s structure and elements are A cybersecurity framework for these devices is necessary as the world grows more interconnected and immersive technologies are increasingly widely used in business government and consumer markets Used was a literature revie

Video Conference as a tool for Higher Education

The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses

Mind, Brain, and Education: A Case Study of Student Perceptions of an Interdisciplinary Graduate Program

Advances in developmental and neuroscience research, calls for educational reform, and an emphasis on interdisciplinarity have generated interest in how science might inform educational practice and policy, resulting in the emerging field of mind, brain, and education (MBE). A primary goal of the field is to connect the cognitive and developmental sciences, biology, and education to develop a scientific grounding for educational practice and policy. Interdisciplinary MBE graduate programs seek to train a new generation of interdisciplinary researchers and practitioners. The purpose of this case study is to investigate students’ perceptions of their experiences developing interdisciplinary understanding in an MBE graduate program; how these perceptions vary based on student characteristics; and, to explore student perceptions of the potential and limitations of MBE to address educational problems. The findings suggest students gain interdisciplinary knowledge and skills in the program; are able to synthesize and produce integrative understandings to apply to problems in education; and, that the MBE program positively affects their appreciation for interdisciplinary research and their readiness to collaborate on interdisciplinary research. The results suggest students perceive the diversity of the knowledge, skills, and backgrounds of the cohort and participation in a lab/research experience are among the most supportive aspects of their experience in interdisciplinary learning and understanding, as well as in their future interdisciplinary work. Students leave having thought critically about a wide variety of tensions, uncertainties, and power imbalances in the interdisciplinary work of MBE and feel prepared to participate in collaborative research and begin the slow, and significant, process of change to improve education. The study is unique in exploring student perceptions of an MBE program and contributes to the literature on students’ development of interdisciplinary understanding and on educators’ beliefs about the potential of MBE to influence educational practice and policy. The study offers insight to institutions and individuals interested in developing interdisciplinary programs to advance the field of MBE and address some of the complex issues facing education today