Talking about music lessons: implicit and explicit categories of comparison

This chapter presents a grounded-theory-oriented analysis of central discussions of the ICMLV symposium which tries to clarify which tertia comparationis the participants referred upon. In total, nine implicitly and seven explicitly used T.C. are presented. An additional analysis yields that a meaning-oriented understanding of culture was in majority used throughout the symposium

An IoT System for Converting Handwritten Text to Editable Format via Gesture Recognition

Evaluation of traditional classroom has led to electronic classroom i.e. e-learning. Growth of traditional classroom doesn’t stop at e-learning or distance learning. Next step to electronic classroom is a smart classroom. Most popular features of electronic classroom is capturing video/photos of lecture content and extracting handwriting for note-taking. Numerous techniques have been implemented in order to extract handwriting from video/photo of the lecture but still the deficiency of few techniques can be resolved, and which can turn electronic classroom into smart classroom. In this thesis, we present a real-time IoT system to convert handwritten text into editable format by implementing hand gesture recognition (HGR) with Raspberry Pi and camera. Hand Gesture Recognition (HGR) is built using edge detection algorithm and HGR is used in this system to reduce computational complexity of previous systems i.e. removal of redundant images and lecture’s body from image, recollecting text from previous images to fill area from where lecture’s body has been removed. Raspberry Pi is used to retrieve, perceive HGR and to build a smart classroom based on IoT. Handwritten images are converted into editable format by using OpenCV and machine learning algorithms. In text conversion, recognition of uppercase and lowercase alphabets, numbers, special characters, mathematical symbols, equations, graphs and figures are included with recognition of word, lines, blocks, and paragraphs. With the help of Raspberry Pi and IoT, the editable format of lecture notes is given to students via desktop application which helps students to edit notes and images according to their necessity

Classroom dialogue and digital technologies: A scoping review

AbstractThis article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.</jats:p

Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework

Building a school is an easy task, but keeping its physical facilities in a good condition is a real challenge. The literature indicates that the physical classroom environment has a critical role in the learning process. To optimize that role, the physical aspects being considered should be relevant to the human needs. This study was conducted to evaluate the physical aspects of classroom environment, which are related to students' needs. Data on 860 students from public high schools in Medina, Saudi Arabia, were collected using a paper-based closed-ended questionnaire. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study confirmed the validity of the proposed model for evaluating the physical environment. In addition, the findings suggest that the classroom environment needs improvement in the area of temperature, air quality, acoustics, class size, space, and cleanliness. Finally, implications for practice and future directions for research are discussed

Reviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain.

The present study assesses the attitudes and practices of teachers in relation to the national program Escuela 2.0 in Spain, implemented in 2009. The study analyzes attitudes and needs of 424 teachers and it assesses teaching practices developed with Information and Communication Technologies (ICT). Data is analyzed through mixed methods with various instruments using descriptive analysis, factor analysis and a detailed analysis regarding teaching practice from 21 cases. In conclusion, one third of teachers properly integrate Educational Technology into practice. Moreover 62% of teachers support the applied one laptop per child policy and have positive feedback in this regard, however two thirds of the teachers in the sample integrate technology with isolated activities, adapting persisting traditional pedagogical models. There are deficiencies concerning school performance, group work, problem solving and communication in learning activities. Therefore, students need educational guidance for the appropriate use of ICT in the learning process

A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers

The growing presence of educational technology in our nation\u27s K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu, & Brown, 2008). Sophisticated levels of educational technology use are believed to influence student learning (Hall, Loucks, Rutherford, & Newlove, 1975) yet research on effective levels of use is almost non-existent. The Concerns Based Adoption Model (CBAM) assesses a teacher\u27s level of educational technology use across eight stages, ranging from the lowest level of nonuse to the most sophisticated level where the teacher\u27s technology implementation utilizes instructional strategies to support knowledge building, reflection, and goal setting. Prior studies indicate that higher CBAM levels are linked to enhanced pedagogical change and increased positive attitudes for teachers (Hutchison & Reinking, 2011; Lee, 2010), as well as more effective instructional strategies and collaborative classrooms (Hall et al., 1975; Somekh et al., 2007). Instructional settings incorporating these success elements also show equal conversation from both teachers and students (Beauchamp & Kennewell, 2010), the analysis of which can be facilitated with the Flanders Interaction Analysis Matrix (Flanders, 1961b). Guided by the Concerns-Based Adoption Model and modified Flanders Interactive Analysis Categories, this study explored the use of Interactive Whiteboards in one school district of 427 K-12 teachers. Approximately one-half the district\u27s classroom teachers completed a three-part survey which collected demographic data, assessed attitudes toward Interactive Whiteboards, and determined a self-reported level of technology use in their classrooms. Results show that despite positive attitudes, the district\u27s teachers use Interactive Whiteboards at a level that does not yet consider student achievement. Observations of 23 classroom teachers in the same district validated the survey findings