556 research outputs found
Pengembangan E-LKPD Pembelajaran Tematik Berbasis High Order Thinking Skills (HOTS) untuk Siswa Kelas Rendah Sekolah Dasar
Penggunaan Lembar Kerja Peserta Didik (LKPD) yang ada saat ini kurang menuntut siswa berpikir kritis, kurang menarik, serta membutuhkan biaya lebih. Untuk mengatasi permasalahan tersebut perlu dilakukan pengembangan terhadap media pembelajaran LKPD. Tujuan penelitian ini yaitu untuk mengembangkan produk Elektronik Lembar Kerja Peserta Didik (E-LKPD) Pembelajaran Tematik Berbasis High Order Thinking Skills (HOTS) untuk Siswa Kelas Rendah Sekolah Dasar. Metode penelitian menggunakan R&D dengan model penelitian ADDIE. Produk yang telah dikembangkan dilakukan uji validitas melalui ahli media, ahli materi, ahli bahasa, uji kepraktisan, dan uji kemenarikan produk dengan perolehan nilai 90% oleh ahli media, 95% oleh ahli materi, 93% oleh ahli bahasa, dan 92% oleh praktisi. Pengumpulan data menggunakan angket penilaian dan angket respon siswa. Hasil penelitian menunjukkan bahwa produk E-LKPD Pembelajaran Tematik berbasis HOTS sangat baik untuk digunakan
A multidimensional investigation of a data-driven approach to learning collocations
EThOS - Electronic Theses Online ServiceGBUnited Kingdo
LKPD Elektronik Pembelajaran Tematik Berbasis High Order Thinking Skills (HOTS) untuk Siswa Kelas III Sekolah Dasar
Tujuan penelitian ini adalah untuk mengembangkan media belajar LKPD Elektronik Pembelajaran Tematik Berbasis High Order Thinking Skills (HOTS) untuk Siswa Kelas Rendah yaitu siswa kelas 3 Sekolah Dasar. Metode yang digunakan dalam penelitian pengembangan ini adalah ADDIE perpanjangan dari Anlayisis-Design-Develop-Implement-Evaluate. Sampel yang digunakan dalam penelitaian ini adalah 10 orang siswa kelas III Sekolah Dasar. Hasil penilaian E-LKPD dalam kemenarikan media, dikategorikan sangat baik dengan persentase 83,34%.rata-rata 4,16. Sedangkah hasil evaluasi ahli materi tentang kedalaman materi dalam E-LKPD dikategorikan sangat baik dengan persentase 93,82% rata-rata 4,69. Hasil respon siswa sebagai pengguna E-LKPD dinilai baik dengan persentase 79,61% dan rata-rata 3,98. Serangkaian komentar pengguna dalam kuesioner menunjukkan bahwa penampilan E-LKPD menarik, membangkitkan minat belajar dan membuat siswa lebih memahami materi. Kebaruan penelitian ini adalah dihasilkannya LKPD dalam bentuk elektronik sehingga dapat diakses secara fleksibel, menarik, dan bervariasi. Selain itu soal-soal latihan yang disajikan dalam E-LKPD ini memberikan pemahaman yang lebih baik kepada siswa karena berbasis High Order Thinking Skill (HOTS)
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āļāđāļ§āļĒāļāļēāļĢāļ§āļīāđāļāļĢāļēāļ°āļŦāđāļāļ§āļēāļĄāđāļāļĩāđāļĒāļāļāļĢāļāđāļāļīāļāđāļāļ·āđāļāļŦāļē āđāļĨāļ°āļāļēāļĢāļŠāļāļāļāļēāļāļĨāļļāđāļĄāļāļąāļāļāļđāđāļāļĢāļāļāļļāļāļ§āļļāļāļī āļāļģāļāļ§āļ 10 āļāļ āđāļĨāļ°āļāļąāđāļāļāļāļāļāļĩāđ 3 āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļāđāļ§āļĒāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāđāļāđāļāđāļāđāļāđāđāļĨāļ°āļāļēāļĢāļāļģāđāļāđāļāđāļāļĢāļ°āđāļĒāļāļāđ āđāļāļĒāđāļāđāļāļāđāļāļĄāļđāļĨāļāļēāļāļāļđāđāļāļģāļāļ§āļĒāļāļēāļĢāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļĢāļāļāļāļđāđāļāļģāļāļ§āļĒāļāļēāļĢāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āđāļĨāļ°āļāļđāđāļāļģāļāļ§āļĒāļāļēāļĢāļāļĨāļļāđāļĄāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē 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āđāļāđāđāļāđ 1) āļāļēāļĢāļ§āļēāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ 2) āļāļēāļĢāļāļāļīāļāļąāļāļīāļāļēāļĄāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ 3) āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāđāļĨāļ°āļĢāļēāļĒāļāļēāļāļāļĨāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ4) āļāļēāļĢāļāļīāđāļāļĻāđāļĨāļ°āļāļēāļĢāđāļāđāļāļāļĩāđāđāļĨāļĩāđāļĒāļ 5) āļāļēāļĢāđāļŠāļĢāļīāļĄāļŠāļĢāđāļēāļāļāļ§āļąāļāļāļģāļĨāļąāļāđāļāđāļāļāļēāļĢāļāļāļīāļāļąāļāļīāļāļēāļ āđāļĨāļ° āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļāļāđāļāļēāļĢ āđāļāđāđāļāđ 1) āļāļļāļāļ āļēāļāđāļĨāļ°āļĄāļēāļāļĢāļāļēāļ 2) āļāļ§āļēāļĄāļāļķāļāļāļāđāļāļāļāļāļāļļāļāļĨāļēāļāļĢ āđāļĨāļ° 3) āļāļ§āļēāļĄāļāļđāļāļāļąāļāļāđāļāļāļāļāđāļāļēāļĢ 2. āļāļĨāļāļēāļĢāļāļąāļāļāļēāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļāļāļ§āđāļē āļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļāļĢāļ°āļāļāļāļāđāļ§āļĒāļāļāļāđāļāļĢāļ°āļāļāļāļŦāļĨāļąāļ                            3 āļāļāļāđāļāļĢāļ°āļāļāļ āđāļāđāđāļāđ 1) āļŦāļĨāļąāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļĄāļĩāļāļāļāđāļāļĢāļ°āļāļāļāļĒāđāļāļĒ 3 āļāļāļāđāļāļĢāļ°āļāļāļ āđāļāđāđāļāđ (1) āļŦāļĨāļąāļāļāļ§āļēāļĄāđāļāđāļāđāļāļāļ āļēāļ āļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5āļāđāļ (2) āļŦāļĨāļąāļāļāļēāļĢāļĄāļĩāļŠāđāļ§āļāļĢāđāļ§āļĄāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5 āļāđāļ āđāļĨāļ° (3) āļŦāļĨāļąāļāļāļ§āļēāļĄāđāļŠāļĄāļāļ āļēāļāđāļĨāļ°āđāļāđāļāļāļĢāļĢāļĄāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 4 āļāđāļ 2) āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļĄāļĩāļāļāļāđāļāļĢāļ°āļāļāļāļĒāđāļāļĒ 5 āļāļāļāđāļāļĢāļ°āļāļāļ āđāļāđāđāļāđ (1) āļāļēāļĢāļ§āļēāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 6 āļāđāļ (2) āļāļēāļĢāļāļāļīāļāļąāļāļīāļāļēāļĄāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5āļāđāļ (3) āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāđāļĨāļ°āļĢāļēāļĒāļāļēāļāļāļĨāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 6 āļāđāļ (4) āļāļēāļĢāļāļīāđāļāļĻāđāļĨāļ°āļāļēāļĢāđāļāđāļāļāļĩāđāđāļĨāļĩāđāļĒāļāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 6 āļāđāļ āđāļĨāļ° (5) āļāļēāļĢāđāļŠāļĢāļīāļĄāļŠāļĢāđāļēāļāļāļ§āļąāļāļāļģāļĨāļąāļāđāļāđāļāļāļēāļĢāļāļāļīāļāļąāļāļīāļāļēāļāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 4 āļāđāļ āđāļĨāļ° 3) āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļāļāđāļāļēāļĢāļĄāļĩāļāļāļāđāļāļĢāļ°āļāļāļāļĒāđāļāļĒ 3 āļāļāļāđāļāļĢāļ°āļāļāļ āđāļāđāđāļāđ (1) āļāļļāļāļ āļēāļāđāļĨāļ°āļĄāļēāļāļĢāļāļēāļ āļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5 āļāđāļ (2) āļāļ§āļēāļĄāļāļķāļāļāļāđāļāļāļāļāļāļļāļāļĨāļēāļāļĢāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5 āļāđāļ āđāļĨāļ° (3) āļāļ§āļēāļĄāļāļđāļāļāļąāļāļāđāļāļāļāļāđāļāļēāļĢāļĄāļĩāļĢāļēāļĒāļāđāļ āļāļģāļāļ§āļ 5 āļāđāļ āļĢāļ§āļĄāđāļāđāļ 56 āļāđāļāđāļāļĒāļāļāļ§āđāļēāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļēāļĄāļĩāļāļ§āļēāļĄāđāļŦāļĄāļēāļ°āļŠāļĄāļāļļāļāļāļāļāđāļāļĢāļ°āļāļāļāļŦāļĨāļąāļ āļāļāļāđāļāļĢāļ°āļāļāļāļĒāđāļāļĒ āđāļĨāļ°āļĢāļēāļĒāļāđāļāļāļļāļāļāđāļ 3. āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļŠāļĢāļļāļāļāļĨāļāļąāļāļāļĩāđ 3.1 āļāļ§āļēāļĄāđāļāđāļāđāļāđāļāđ āļāļāļ§āđāļē āļāļ§āļēāļĄāđāļāđāļāđāļāđāļāđāļāļāļāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļāļāļāđāļāļĢāļ°āļāļāļāđāļāļĒāļĢāļ§āļĄ āļāļāļ§āđāļē āļāļĒāļđāđāđāļāļĢāļ°āļāļąāļāļĄāļēāļ āđāļĄāļ·āđāļāļāļīāļāļēāļĢāļāļēāđāļāđāļāļĢāļēāļĒāļāļāļāđāļāļĢāļ°āļāļāļ āļāļāļ§āđāļē āļāļĒāļđāđāđāļāļĢāļ°āļāļąāļāļĄāļēāļāļāļļāļāļāļāļāđāļāļĢāļ°āļāļāļ āđāļāļĒāđāļĢāļĩāļĒāļāļĨāļģāļāļąāļāļāđāļēāđāļāļĨāļĩāđāļĒāļāļēāļāļĄāļēāļāđāļāļŦāļēāļāđāļāļĒ āļāļ·āļ āļŦāļĨāļąāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāđāļĨāļ°āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļāļāđāļāļēāļĢ 3.2 āļāļēāļĢāļāļģāļĢāļđāļāđāļāļāđāļāđāļāđāļāļĢāļ°āđāļĒāļāļāđāļāļāļāļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļāļāļāļāļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē āļāļāļāđāļāļĢāļ°āļāļāļāđāļāļĒāļĢāļ§āļĄ āļāļāļ§āđāļē āļāļĒāļđāđāđāļāļĢāļ°āļāļąāļāļĄāļēāļ āđāļĄāļ·āđāļāļāļīāļāļēāļĢāļāļēāđāļāđāļāļĢāļēāļĒāļāļāļāđāļāļĢāļ°āļāļāļ āļāļāļ§āđāļē āļāļĒāļđāđāđāļāļĢāļ°āļāļąāļāļĄāļēāļāļāļļāļāļāļāļāđāļāļĢāļ°āļāļāļ āđāļāļĒāđāļĢāļĩāļĒāļāļĨāļģāļāļąāļāļāđāļēāđāļāļĨāļĩāđāļĒāļāļēāļāļĄāļēāļāđāļāļŦāļēāļāđāļāļĒ āļāļ·āļ āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļāļāđāļāļēāļĢāļŦāļĨāļąāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ āđāļĨāļ°āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ  āļāļģāļŠāļģāļāļąāļ :āļāļēāļĢāļāļąāļāļāļēāļĢāļđāļāđāļāļ, āļĢāļđāļāđāļāļāļāļēāļĢāļāļģāļāļąāļāļāļīāļāļāļēāļĄāļāļēāļĢāļāļģāđāļāļīāļāļāļēāļ, āļŠāļģāļāļąāļāļāļēāļāđāļāļāļāļ·āđāļāļāļĩāđāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļąāļāļĒāļĄāļĻāļķāļāļĐāļē  Abstract The purposes of this research were to studythe development of educational service area office monitoring model for the Secondary Educational Service Area Office consisted of 3 steps as following : Step 1 Creating monitoring model for the Secondary Educational Service Area Officeby documentary analysis and interviewing 5 experts. Step 2 Development of monitoring model for the Secondary Educational Service Area Office by content validity analysis and10experts discussion group, and Step 3 Evaluation of monitoring model for the Secondary Educational Service Area Office by feasibility analysis and utilization from 197directors of the Secondary Educational Service Area Office, deputy directors of the Secondary Educational Service Area Office, and directors of the Secondary Educational Service Area Office division. The research findings were revealed as follows ; 1. The results of creating monitoring model for the Secondary Educational Service Area Officeby documentary analysis and interviewing experts found that monitoring model for implementationof Secondary Educational Service Area Office consisted of 3 main components, namely 1) Principles of monitoring which consisted of 3sub-components including (1) Principles of unity (2) Principles of participation , and (3) Principles of justice and fairness 2) Process of monitoring which consisted of 5 sub-components including (1) Monitoring plan (2) Implementation of the monitoring plan (3) Monitoring assessment and reporting (4) Supervision and mentoring, and (5) Enhancing the morale in the workplace 3) Organizational effectiveness which consisted of 3sub-components including (1) Quality and standard (2) Personnel satisfaction, and (3) Organizational commitment . 2. The result of development of monitoring model for the Secondary Educational Service Area Office was found that monitoring model for the Secondary Educational Service Area Office consisted of 3 main components, namely 1) Principles of monitoring which consisted of 3sub-components including (1) Principles of unity which detailed 5 items (2) Principles of participation which detailed 5 items, and (3) Principles of justice and fairness which detailed 4 items 2) Process of monitoring which consisted of 5 sub-components including (1) Monitoring plan which detailed 6 items (2) Implementation of the monitoring plan which detailed 5 items (3) Monitoring assessment and reporting which detailed 6 items (4) Supervision and mentoring which detailed 6 items, and (5) Enhancing the morale in the workplace which detailed 4 items 3) Organizational effectiveness which consisted of 3sub-components including (1) Quality and standard which detailed 5 items (2) Personnel satisfaction which detailed 5 items, and (3) Organizational commitment which detailed 5 items. The total 56 items found that the monitoring model for the Secondary Educational Service Area Office was suitable for all elements, allsub- elementsand allitems. 3. The result of evaluation of monitoring model for the Secondary Educational Service Area Office can be concluded as follows ; 3.1 The result offeasibility analysis found that the feasibility of monitoring model for the Secondary Educational Service Area Office of elements as a whole was at high level. When considering each individual element, the research found to be at high level in all aspects by descending order of the average as follow; principles of monitoring, process of monitoring, and organizational effectiveness. 3.2The result ofutilization of monitoring model for the Secondary Educational Service Area Office of elements as a whole was at high level. When considering each individual element, the research found to be at high level in all aspects by descending order of the average as follow; organizational effectiveness, principles of monitoring, and process of monitoring.  Keywords: The Development of Model , Monitoring Model , the Secondary Educational Service Area Office
Share.TEC Final Project Report
This report provides an overview of Share.TEC, a three-year project co-funded by the EC that supports access to, exchange and re-use of digital resources and practitioner experiences within Teacher Education at European level. The document comprises a number of sections that can either be read consecutively, to gain the full picture of the project and its outcomes, or in combinations so as to grasp particular aspects, how these were approached and what results were achieved. Section 2 describes the project\u27s overall objectives in terms of both its technological ambitions and its wider mission as part of the overall educational landscape. Section 3 gives brief profiles of the partners who made up the Share.TEC consortium. In Section 4 the results and achievements of the project are reported. This includes a description of the portal and its features; the system architecture, tools and services; the models underpinning the Share.TEC system; and the approach taken to its multilingual dimension. Section 5 addresses the question of Share.TEC\u27s target users and their needs. It describes the strategies and means employed for incorporating the user perspective, and for ensuring that the project direction was in line with users\u27 concerns so that the resulting portal responds suitably to the actual requirements of the people it\u27s designed for. Section 6 examines the critical aspect of underlying content. In keeping with the Share.TEC mission, the focus is largely on aggregated metadata records that describe digital resources for TE and which are expressed in terms defined by the project for TE purposes. Section 7 reports the activities undertaken in the project and thus narrates the processes that unfolded through the project lifetime as the consortium pursued its objectives and generated its outcomes. Section 8 describes the effort to establish the Share.TEC portal within its natural ecosystem. It looks at the global strategy for maximising impact both at regional/national level and internationally, and analyses the conditions and prospects for continuity and growth. Readers interested in the technical/technological dimension of Share.TEC (the system, portal, models, metadata, etc.) are likely to find Sections 4, 5 and 6 to be the ones closest to their concerns. Conversely, those whose interests lie elsewhere could simply consult Section 4.1 to get an idea of the portal from the user\u27s viewpoint and go to Sections 2, 3, 7 and 8 for a vision of the project and how Share.TEC is positioned in the panorama of digital resources and Teacher Education
Effects of regular use of scalable, technology enhanced solution for primary mathematics education
Mathematics is one of the key subjects in any school curriculum and most teachers agree that mathematical skills are important for students to master. There is an abundance of research in learning mathematics and a consensus exists among researchers that technology can enhance the learning process. However, many factors need to be taken into consideration when introducing technology into teaching mathematics. Developing a more natural collaboration between learning technology experts, teachers, and students ensures all stakeholders are considered. Involving teachers early on helps develop enduring commitment to innovations and practical solutions. Moreover, creating a culture of collaboration between experts in the field and teachers brings to bear the best of what both worlds have to offer.
This thesis synthesizes six papers and offers additional findings that focus on how technology experts can collaborate with elementary teachers to improve student learning outcomes. We focus on managing educational change in ways that improve the sustainability of innovations. We also explore how technical and teaching experts co-create effective lesson plans. In one of the six papers we collected and reported teachersâ responses to survey questions covering typical usage patterns on a platform. Teachersâ direct feedback was collected and incorporated to improve technical solutions. Moreover, one study was conducted abroad to measure the effect of culture on the teaching and learning process.
Evidence of effectiveness of technologically enhanced lessons and corresponding homework was based on multiple studies in grades 1 - 3, covering 379 students. The effectiveness of educational technology was measured based on two variables: student performance in mathematics, based on the learning objectives specified in the curriculum, and arithmetic fluency measured by how rapidly and accurately students solved basic arithmetic operations. Statistically significant findings show that educational technology can improve two target variables when comparing students who did not use educational technology to students who did. An additional effect size analysis was conducted to verify and compare results with previous research. Based on these results, platform use produced the same or better effect than previous studies.
Based on teacher feedback and user growth on the platform, we managed to integrate technology into the regular school classroom in meaningful and sustainable ways. We were clearly able to support teachers in their practice in a manner that resulted in noticeable student achievement gains. A survey revealed a need to emphasize new features that were introduced to the platform in teacher training programs. Teachers also reported having a positive attitude towards the platform and the initiative gained wide acceptance among their peers.Matematiikka on yksi tÃĪrkeimmistÃĪ kouluaineista pelkÃĪstÃĪÃĪn tuntimÃĪÃĪrÃĪisesti mitattunakin. Matematiikan osaamista ja oppimista pidetÃĪÃĪn yleisesti tÃĪrkeÃĪnÃĪ ja arvostettuna taitona. Matematiikan oppimisesta on valtavasti tutkimusta ja tutkijoiden keskuudessa vallitsee yhteisymmÃĪrrys tietotekniikan positiivisista mahdollisuuksista edistÃĪÃĪ matematiikan oppimista. Tietotekniikan ja oppimisen vuorovaikutus on kuitenkin monisyinen vyyhti ja sen onnistunut hyÃķdyntÃĪminen vaatii tutkijoiden, opettajien ja oppilaiden vÃĪlistÃĪ tiivistÃĪ ja vuorovaikutteista yhteistyÃķtÃĪ. Uusien innovaatioiden ja kokeilujen onnistumiselle ja niihin sitoutumiselle luodaan vahva pohja, kun opettajat otetaan mukaan kehitystyÃķhÃķn ensimetreiltÃĪ lÃĪhtien. TÃĪllaisen tiiviin yhteistyÃķkulttuurin vaaliminen mahdollistaa kÃĪytÃĪnnÃķn tyÃķn ja teorian vahvuuksien hyÃķdyntÃĪmisen.
TÃĪmÃĪ vÃĪitÃķstyÃķ koostuu kuudesta artikkelista. Artikkelit kuvaavat, kuinka tutkijat ja opettajat tyÃķskentelivÃĪt yhdessÃĪ parantaakseen oppilaiden matematiikan oppimista. Tavoitteenamme oli muuttaa koulun kÃĪytÃĪnteitÃĪ pitkÃĪjÃĪnteisesti ja kestÃĪvÃĪllÃĪ tavalla. Tutkimme kuinka tutkijat ja opettajat pystyivÃĪt yhdessÃĪ luomaan onnistuneita ja tehokkaita oppimiskokonaisuuksia. Opettajat olivat koko ajan kehitystyÃķn keskiÃķssÃĪ. YhdessÃĪ kuudesta artikkelista tutkittiin kyselytutkimuksen avulla opettajien kokemuksia ja kÃĪyttÃķtottumuksia. NÃĪitÃĪ vastauksia hyÃķdynnettiin teknisessÃĪ kehitystyÃķssÃĪ ja hyvien kÃĪytÃĪnteiden hiomisessa. Yksi vÃĪitÃķskirjan tutkimuksista tehtiin ulkomailla opetus- ja oppimiskulttuureista vaikutusten huomioimiseksi.
SÃĪhkÃķisten oppituntien ja kotitehtÃĪvien vaikuttavuuden arviointi perustuu useisiin 1.-3. luokilla tehtyihin tutkimuksiin ja kaikkiaan 379 oppilaan vastauksiin. SÃĪhkÃķisten oppituntien vaikuttavuutta arvioitiin kahden eri mittarin perusteella. Ensin matematiikan taitojen perusteella, eli kuinka hyvin kunkin luokka-asteen oppimistavoitteet olivat tÃĪyttyneet ja myÃķhemmin myÃķs laskusujuvuuden perusteella, eli kuinka nopeasti ja tarkasti oppilaat pystyivÃĪt laskemaan peruslaskutoimituksia. Tulokset osoittavat, ettÃĪ opetusteknologian avulla pystytÃĪÃĪn parantamaan oppilaiden suoriutumista edellÃĪ mainittujen osa-alueiden osalta verrattuna oppilaisiin, jotka eivÃĪt kÃĪyttÃĪneet opetusteknologiaa. Tulokset olivat tilastollisesti merkitseviÃĪ. NÃĪiden tulosten varmistamiseksi laskettiin vaikuttavuuden suuruus ja sitÃĪ verrattiin aiempiin alan tutkimuksiin. Tulosten perusteella sÃĪhkÃķisillÃĪ oppitunneilla oli sama tai parempi vaikuttavuus kuin aiemmissa tutkimuksissa.
Opettajien palautteiden ja kasvavan kÃĪyttÃĪjÃĪmÃĪÃĪrÃĪn perusteella voidaan sanoa, ettÃĪ onnistuimme tavoitteessamme integroida opetusteknologiaa mielekkÃĪÃĪllÃĪ tavalla osaksi koulutyÃķtÃĪ. Onnistuimme myÃķs tukemaan ja auttamaan opettajia opetustyÃķssÃĪÃĪn ja samalla merkittÃĪvÃĪsti parantamaan oppilaiden suoriutumista. Kyselytutkimuksen perusteella huomasimme, ettÃĪ uusien ominaisuuksien kouluttamiseen tulee kiinnittÃĪÃĪ enemmÃĪn huomiota. Samassa tutkimuksessa opettajat raportoivat olevansa tyytyvÃĪisiÃĪ alustaan ja sÃĪhkÃķiset oppitunnit nÃĪyttÃĪvÃĪt saaneen vankan jalansijan suomalaisessa opettajakunnassa
Simple identification tools in FishBase
Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further
development. It explores the possibility of a holistic and integrated computeraided strategy
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