Educational Innovations and Emerging Technologies最新文献_第3页

The Traditional to Contemporary Spectrum of Models of Higher Education for Admission and Course Delivery 传统到现代的高等教育录取和课程交付模式

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0006

D. Kember, D. Hicks, Doris YP Doris YP, M. Prosser

引用次数: 0

Measuring Teacher Self-Efficacy for Integrating Computational Thinking in Science (T-SelECTS) 科学计算思维整合的教师自我效能感测量(t - select)

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0002

Lautaro Cabrera, Virginia L. Byrne, Diane Jass Ketelhut, Merijke Coenraad, Heather Killen, J. Plane

{"title":"Measuring Teacher Self-Efficacy for Integrating Computational Thinking in Science (T-SelECTS)","authors":"Lautaro Cabrera, Virginia L. Byrne, Diane Jass Ketelhut, Merijke Coenraad, Heather Killen, J. Plane","doi":"10.35745/eiet2021v01.01.0002","DOIUrl":"https://doi.org/10.35745/eiet2021v01.01.0002","url":null,"abstract":"With computational thinking (CT) emerging as a prominent component of 21st century science education, equipping teachers with the necessary tools to integrate CT into science lessons becomes increasingly important. One of these tools is confidence in their ability to carry out the integration of CT. This confidence is conceptualized as self-efficacy: the belief in one’s ability to perform a specific task in a specific context. Self-reported self-efficacy in teaching has shown promise as a measure of future behavior and is linked to teacher performance. Current measures of teacher self-efficacy to integrate CT are limited, however, by narrow conceptualizations of CT, oversight of survey design research, and limited evidence of instrument validity. We designed a valid and reliable measure of Teacher Self-Efficacy for integrating Computational Thinking in Science (T-SelECTS) that fits a single latent factor structure. To demonstrate the instrument’s value, we collected data from 58 pre-service teachers who participated in a CT module within their science methods course at a large Mid-Atlantic university. We found evidence of significant development in pre-service teachers’ self-efficacy for integrating CT into science instruction. We discuss how the T-SelECTS instrument could be used in teacher education courses and professional development to measure change in self-efficacy.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125974369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Three Principles, 2 Sub-principles and One Magic Wand for Harm Minimization and Prevention of Technological Addiction in Human Children 减少危害和预防儿童科技成瘾的三个原则，两个子原则和一根魔杖

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0005

Daniel Devatman Hromada

引用次数: 0

Exploration of Teacher-Student Neural Coupling Occurring During the Teaching and Learning of Science 科学教学中师生神经耦合的探讨

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0003

Richard L. Lamb, David Fortus, T. Sadler, K. Neumann, Amanda Kavner, Leonard A. Annetta

{"title":"Exploration of Teacher-Student Neural Coupling Occurring During the Teaching and Learning of Science","authors":"Richard L. Lamb, David Fortus, T. Sadler, K. Neumann, Amanda Kavner, Leonard A. Annetta","doi":"10.35745/eiet2021v01.01.0003","DOIUrl":"https://doi.org/10.35745/eiet2021v01.01.0003","url":null,"abstract":"Verbal communication to relay information between students and the teacher, i.e., talk, lies at the heart of all science classrooms. This study investigated and began to characterize the neurological basis for the talk between science teachers and students in terms of speaker-listener coupling in a naturalistic setting. Speaker-listener coupling is the time-locked moment in which speaker vocalizations result in activity in the listeners brain. This activity is highly predictive and tightly ties to listener understanding. The design for this study was an observational stimulus-response study using neuroimaging data obtained from talk sessions between a teacher and a student. Results were obtained using a functional near-infrared spectrometer and an artificial neural network model. Examination of the data suggested that speaker-listener coupling occurs between a student and a teacher during successfully understood verbal communications. This study promotes further research into the exploration of how individual interactions between persons (speakers and listeners) via talk are perceived and influence individual cognition. Study outcomes suggest coupled brains create new knowledge, integrate practices and content, and verbal and nonverbal communication systems which are constrained at two levels the environmental level and the speaker listener level. The simplicity of brain-to-brain coupling as a reference system may simplify the understanding of behaviors seen during the learning of science in the classroom.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127819426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What’s in Their Words? How STEM Game Design Participants Discuss Their Projects, Motivation, and Success Differently 他们说了什么?STEM游戏设计参与者如何以不同的方式讨论他们的项目、动机和成功

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0004

Denise M. Bressler, Leonard A. Annetta, Alexis Dunekack, Richard L. Lamb, David B. Vallett

{"title":"What’s in Their Words? How STEM Game Design Participants Discuss Their Projects, Motivation, and Success Differently","authors":"Denise M. Bressler, Leonard A. Annetta, Alexis Dunekack, Richard L. Lamb, David B. Vallett","doi":"10.35745/eiet2021v01.01.0004","DOIUrl":"https://doi.org/10.35745/eiet2021v01.01.0004","url":null,"abstract":"This study explored whether participation in a high school STEM game design enrichment program influenced students’ discussions of project goals, motivation, and success. Seventeen high school students were included in the study, seven participated in the game design program, while ten were traditional students. Post-interviews were conducted using a semi-structured protocol in order to capture students' lived experience in a rich, meaningful way. Transcripts were qualitatively coded by two researchers. Connections between codes were analyzed using epistemic network analysis. Based on experience grouping, we investigated whether there was a difference in how students discussed (1) their projects? (2) their motivation? (3) their success? First, our findings revealed that traditional students discussed performance goals, while game design participants discussed learning goals. Second, game design participants discussed intrinsic motivation while traditional students discussed extrinsic motivation. Third, game design participants discussed persistence in relationship to their success; traditional students did not attribute their success to persistence. Overall, our combined results indicate that traditional students were performance-oriented, while game design participants were mastery-oriented. Designing STEM games is one potential method for helping students develop the mastery orientation that they need for success in future STEM careers and for their future in general.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121923837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online English Learners’ Metacognitive Knowledge Development about Writing: Implications for Second Language Writing Pedagogy 网络英语学习者写作元认知知识的发展:对二语写作教学的启示

Educational Innovations and Emerging Technologies Pub Date : 2021-11-20 DOI: 10.35745/eiet2021v01.01.0007

Naiyi Xie Fincham, Guofang Li

引用次数: 0

Inaugural Message from the Editors-in-Chief 总编就职致辞

Educational Innovations and Emerging Technologies Pub Date : 2021-03-20 DOI: 10.35745/eiet2021v01.01.0001

S. Tutwiler, C. Tijus, Chun-Yen Chang

引用次数: 0