Canadian Journal of Learning and Technology最新文献_第3页

Ressources heuristiques et pratiques du minimalisme de Ruwen Ogien pour l’approche critique des mutations numériques contemporaines en éducation Ruwen Ogien 的极简主义对于批判当代教育领域数字化变革的启发和实践资源

Canadian Journal of Learning and Technology Pub Date : 2024-02-06 DOI: 10.21432/cjlt28420

Camille Roelens

{"title":"Ressources heuristiques et pratiques du minimalisme de Ruwen Ogien pour l’approche critique des mutations numériques contemporaines en éducation","authors":"Camille Roelens","doi":"10.21432/cjlt28420","DOIUrl":"https://doi.org/10.21432/cjlt28420","url":null,"abstract":"Cette contribution, de nature théorique, conceptuelle et intertextuelle, procède de la philosophie politique de l’éducation et de l’éthique interdisciplinaire, dans une perspective pratique et appliquée au numérique, ou plus exactement à la numérisation du monde démocratique hypermoderne. Nous commençons par esquisser un panorama des différentes manières dont la notion d’approche critique du numérique en éducation peut être comprise, et par y positionner notre propre démarche. Nous nous demandons ensuite comment il pourrait être possible de penser des politiques publiques du numérique en éducation permettant de faire vivre l’ambition d’une éducation humaniste dans un monde problématique et la prise en compte de l’intrication étroite liant normativement démocratisation et numérisation. Nous présentons d’abord (1) les ressources que recèlent dans cette optique les travaux d’Ogien. Nous montrons ensuite (2) l’intérêt d’une ressaisie des articulations entre éducation et humanisme dans une perspective critique et minimaliste d’une part et à l’aune des mutations numériques du monde d’autre part. Nous traitons enfin (3) de ce qui constituerait un perfectionnisme numérique au sein des institutions publiques d’éducation et de formation et tâchons de discerner les conditions auxquelles la promotion d’un humanisme numérique peut en être exempte.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139860890","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

Digital Inequalities in Education: A Narrative Literature Review 教育中的数字不平等：叙事性文献综述

Canadian Journal of Learning and Technology Pub Date : 2024-02-06 DOI: 10.21432/cjlt28415

Prisca Fenoglio

{"title":"Digital Inequalities in Education: A Narrative Literature Review","authors":"Prisca Fenoglio","doi":"10.21432/cjlt28415","DOIUrl":"https://doi.org/10.21432/cjlt28415","url":null,"abstract":"Cette contribution est une revue narrative de littérature issue d’une synthèse de médiation scientifique sur les inégalités numériques en éducation, dont l’objectif est de (1) prolonger notre synthèse par les questions suivantes : quels chantiers pour la recherche ? Quels concepts heuristiques ? Quelles pistes pour la pratique ? (2) réfléchir aux liens entre la recherche et la médiation scientifiques. Notre ancrage théorique est à la croisée de l’approche sociocritique des usages numériques éducatifs, de la didactique et de la médiation scientifique. Notre corpus, dont les critères d’inclusion sont explicités, est constitué de 80 études issues de travaux européens et nord-américains publiés entre 2002 et 2022. Cette étude permet de mettre au jour, en réponse à nos questions : des problématiques en chantier – une cartographie des inégalités d’usage chez les personnes enseignantes à compléter, des liens avec les parcours scolaires à préciser, des biais de conception à examiner, des notions désignant la participation (ou l’exclusion) aux environnements numériques à creuser –, ainsi que des concepts féconds d’un point de vue heuristique et, possiblement, pour la pratique, tels que le capital numérique et la littéracie.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"172 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800914","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

Ethical and Critical Issues of Artificial Intelligence in Education: A Systematic Review of the Literature 人工智能在教育中的伦理和关键问题：文献系统回顾

Canadian Journal of Learning and Technology Pub Date : 2024-02-06 DOI: 10.21432/cjlt28448

Simon Collin, Alexandre Lepage, Léo Nebel

{"title":"Ethical and Critical Issues of Artificial Intelligence in Education: A Systematic Review of the Literature","authors":"Simon Collin, Alexandre Lepage, Léo Nebel","doi":"10.21432/cjlt28448","DOIUrl":"https://doi.org/10.21432/cjlt28448","url":null,"abstract":"Bien qu’ils aient été étudiés depuis les années 2000, les enjeux que suscitent les systèmes d’intelligence artificielle (IA) lorsqu’ils sont utilisés éducation (SIA-ED) font actuellement l’objet d’une attention croissante dans la littérature scientifique. Il est toutefois difficile d’en avoir une vue synthétique car ils sont abordés par les chercheurs et chercheuses au travers de terrains éducatifs, de techniques computationnelles et d’angles d’analyse hétérogènes. Aussi, l’objectif de cet article est de mener une revue systématique de la littérature sur les enjeux éthiques et critiques des SIA-ED afin d’en avoir un meilleur portrait. Une analyse de 58 documents scientifiques nous a amenés à identifier 70 enjeux éthiques et critiques des SIA-ED, que nous avons organisés sous 6 tensions : complexité des situations éducatives vs standardisation technique ; agentivité des acteurs et actrices scolaires vs automatisation technique ; justice scolaire vs rationalité technique ; gouvernance scolaire vs conception technique ; besoin d’intelligibilité des acteurs et actrices scolaires vs opacité technique ; dignité des acteurs et actrices scolaires vs exploitation des données.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"48 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139860468","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

TPACK and Teachers’ Self-Efficacy: A Systematic Review 知识包与教师的自我效能感：系统回顾

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28280

Suresh Joshi

{"title":"TPACK and Teachers’ Self-Efficacy: A Systematic Review","authors":"Suresh Joshi","doi":"10.21432/cjlt28280","DOIUrl":"https://doi.org/10.21432/cjlt28280","url":null,"abstract":"Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216299","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

A Comparison Between Virtual and Conventional Microscopes in Health Science Education 健康科学教育中虚拟显微镜与传统显微镜的比较

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28270

Nazlee Sharmin, Ava K. Chow, Alice S. Dong

{"title":"A Comparison Between Virtual and Conventional Microscopes in Health Science Education","authors":"Nazlee Sharmin, Ava K. Chow, Alice S. Dong","doi":"10.21432/cjlt28270","DOIUrl":"https://doi.org/10.21432/cjlt28270","url":null,"abstract":"Virtual microscopes are computer or web-based programs that enable users to visualize digital slides and mimic the experience of using a real light microscope. Traditional light microscopes have always been an essential teaching tool in health science education to observe and learn cell and tissue structures. However, studies comparing virtual and real light microscopes in education reported learners’ satisfaction with virtual microscopes regarding their usability, image quality, efficiency, and availability. Although the use of virtual or web-based microscopy is increasing, there is no equivalent decrease in the number of schools utilizing traditional microscopes. We conducted a scoping review to investigate the comparative impact of conventional and virtual microscopes on different aspects of learning. We report a relative effect of virtual and light microscopy on student performance, long-term knowledge retention, and satisfaction. Our results show that virtual microscopy is superior to traditional microscopes as a teaching tool in health science education. Further studies are needed on different learning components to guide the best use of virtual microscopy as a sole teaching tool for health care education.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224799","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

A Framework for Teaching Music Online. By Carol Johnson. Bloomsbury Academic. 在线音乐教学框架》。作者：Carol Johnson。布鲁姆斯伯里学术出版社。

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28532

Sandra Duggleby

引用次数: 0

Exploring Blended Learning Designs for Community College Courses Using Community of Inquiry Framework 利用探究社区框架探索社区学院课程的混合式学习设计

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28012

Elena Chudaeva, Cynthia Blodgett, Guilherme Loth, Thuvaragah Somaskantha

引用次数: 0

Technology in Music Education 音乐教育中的技术

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28153

Adita Maharaj, Akini Gill

{"title":"Technology in Music Education","authors":"Adita Maharaj, Akini Gill","doi":"10.21432/cjlt28153","DOIUrl":"https://doi.org/10.21432/cjlt28153","url":null,"abstract":"This study examined the use of music software as a pedagogical tool for the delivery of specific content in a music education course offered to Certificate and Bachelor of Education Program students at a Caribbean university. The existing course uses a traditional approach, and thus, the study is significant as the results would propel a shift toward transformational teaching. Twenty-four university students were chosen for the study which adopted a mixed methods approach. Over one semester, participants used a free, open-source music software program to learn simple time signatures. Students produced an assignment as well as completed a questionnaire. Ninety percent of students were able to compose eight bars of music according to a simple time signature using the software. Most participants intimated they felt comfortable and motivated using the software, they understood concepts taught, and they suggested its continued use. The majority of participants also stated that they required more training. Some participants even said that they would adopt this methodology on their teaching practicum. Based on the results, recommendations include the adoption of this and other technological teaching tools within the music program, a teaching practicum assessment, and a progressive training component for both students and staff.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216258","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

Text-to-Speech Software and Reading Comprehension: The Impact for Students with Learning Disabilities 文本到语音软件与阅读理解：对学习障碍学生的影响

Canadian Journal of Learning and Technology Pub Date : 2023-11-28 DOI: 10.21432/cjlt28296

Sandra Raffoul, Lindsey S. Jaber

{"title":"Text-to-Speech Software and Reading Comprehension: The Impact for Students with Learning Disabilities","authors":"Sandra Raffoul, Lindsey S. Jaber","doi":"10.21432/cjlt28296","DOIUrl":"https://doi.org/10.21432/cjlt28296","url":null,"abstract":"This literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing self-regulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen as a compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227004","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

Using Google Classroom as Assistive Technology in Universally Designed Classrooms 在通用设计的教室中使用谷歌教室作为辅助技术

Canadian Journal of Learning and Technology Pub Date : 2023-07-17 DOI: 10.21432/cjlt28456

Steve H. Sharpe, Gabrielle Young

引用次数: 1