Education and New Developments 2022 – Volume 2最新文献

{"title":"PROFESSIONAL PRACTICES OF SCHOOL SOCIAL WORKERS IN PROMOTING EQUITY IN TIMES OF COVID 19 PANDEMIC","authors":"Sidalina Almeida","doi":"10.36315/2022v2end098","DOIUrl":"https://doi.org/10.36315/2022v2end098","url":null,"abstract":"\"Children and young people from different social and cultural backgrounds, nationalities, ethnicities access school, but they have not had the same opportunities for school success and to see their right to education and other human rights guaranteed. Intervening with this diversity in a positive way means making difference, not synonymous with stigmatization and school and social exclusion, but rather with school and social inclusion, through the promotion of equity and social justice. The covid 19 pandemic, by electing distance learning, expanded and intensified the risks of dropout and failure of students with a more fragile relationship with the school, accentuating social inequalities and other inequalities and not allowing the multiplicity of their needs to be satisfied, in the sense of its integral development. The increased risk of school dropout and failure is more accentuated in some segments of the population, namely, those with greater social vulnerabilities. The government wanted to respond to the problems of absenteeism and school dropout, child poverty, intra-family violence and mental illness, which were aggravated by the covid-19 pandemic, giving guidance to managers, teachers and technicians to reinvent the role of the school in times of physical distance, quarantine and isolation. In this reinvention, the intervention strategies of the multidisciplinary teams of the schools were highlighted in the identification, signaling and monitoring of risk/danger situations for children and young people and in the articulation with the competent authorities and the community institutions, in promoting the right to education and social protection of children and young people. In these teams, social workers, with a diversified and multi-referenced academic scientific and technical background, have the necessary conditions to intervene in the realization of the right to education because they are able to bring together and promote the collaboration and communication that is essential between knowledge and educational actors for the elaboration of a diagnosis and respective intervention plan, which should focus on the three main domains of the ecological model of assessment in risk/danger situations: the child's developmental needs, the parental skills of the families and the family and ecological factors. Focusing on a qualitative approach, through interviews with social workers who are part of multidisciplinary teams in school clusters, we sought to know how these professionals, in times of pandemic, perceive their functions and tasks, their professional practices and its potential in making the right to education effective and in combating school and social inequalities.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121733186","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}

{"title":"YOUNG CHILDREN AND SCREEN-TIME: SPANISH RESEARCH GAP AND FUTURE INVESTIGATIONS PROPOSALS","authors":"Ana Lucia Conde Gómez, Ignasi de Bofarull Torrents, María Cerrato Lara","doi":"10.36315/2022v2end089","DOIUrl":"https://doi.org/10.36315/2022v2end089","url":null,"abstract":"\"Nowadays, technology and digital screens have become an essential part of our routine. At the same time, young children are being exposed to these screens at an earlier age. Literature suggests that there is a digital gap between those children who have been trained to use technology critically and effectively and those who have not. Considering the relevance of the topic in developed societies, we will analyze the current national (Spain) and international literature on the issue. The objective of the study is to recognize the needs and weaknesses of Spanish research with the aim to offer an effective data collection tool for future research. The literature review reveals that as a result of COVID-19 pandemic, several new articles have been produced with the aim of analyzing the situation, anticipating possible consequences and providing action strategies and healthy routines for families and schools. On the international scene, during the last 10 years the number of studies about experts' recommendations, health concerns and the benefits of educational Apps has increased consistently. Focusing on national research, most Spanish studies exclude young children (0-6 years) and those who include them, focus on a specific field or analyze a small sample. To cover the research gap from 0-6 years old, we have designed two surveys, one for caregivers and one for preschool teachers. Some semi-structured interviews are also being considered to complement the quantitative data with qualitative information related to the perceptions, experiences, beliefs and practices of parents and teachers. The sample is divided into the main caregivers of young children and early education tutors of preschools in the Metropolitan Area of Barcelona. To include different socioeconomic status (SES), should be conducted in at least 30 preschool education centers distributed as follows: 10 schools located in low-income neighborhoods, 10 schools located in middle-income neighborhoods and 10 schools located in high-income neighborhoods.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122635303","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}

{"title":"STUDENTS’ EXPERIENCES ON DISTANCE LEARNING DURING THE PANDEMIC","authors":"Matias Nevaranta, Katja Lempinen, E. Kaila","doi":"10.36315/2022v2end016","DOIUrl":"https://doi.org/10.36315/2022v2end016","url":null,"abstract":"\"The ongoing COVID-19 pandemic has changed how we study at all levels of education. The students have had to embrace distance learning methods not by choice but as a necessity for their studies and this comes with its own challenges. In this paper, we observe students' perceptions based on a survey conducted on 133 students in late 2021. The results show that students' perceptions of online learning during the pandemic are mixed, and while others prefer working online, some are having serious difficulties. The detailed results are presented in the paper along with our interpretation and discussion about the further implications.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122983886","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}

{"title":"ARTIFICIAL INTELLIGENCE IN EDUCATION – WHERE ARE WE NOW?","authors":"Einari Kurvinen, Jussi Järvinen, E. Kaila","doi":"10.36315/2022v2end087","DOIUrl":"https://doi.org/10.36315/2022v2end087","url":null,"abstract":"\"There has been a lot of talk about artificial intelligence (AI) in education recently. However, the utilization of AI in an educational context does not always seem to match with application in a general context. While we are seeing great advances in the development of AI in self-driving cars, facial recognition or computers excelling in chess, the development of intelligent teaching assistants may seem to be lacking. In this article, we take a look at the current state of utilization of AI in an educational context. For this, we reviewed the current literature about artificial intelligence specifically in education. Ten high quality educational journals, with five having special focus on technology, were selected for the review. Based on the review, it seems that artificial intelligence is still mostly covered from a technical point of view, as there were only a handful of articles found in purely educational journals. The main focus seems to be on case studies and in including AI based courses in curriculum, followed by meta studies and critical reviews. Surprisingly, there were only a couple of articles about the ethical concerns of using AI in education, while in general the ethics of AI seems to be quite a popular topic. The total number of articles written about AI in education seems to be nevertheless increasing each year, which seems to be in line with the general interest of AI.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126520231","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}

{"title":"A QUALITY ASSURANCE FRAMEWORK FOR OERs BASED ON QUALITY SEALS AND THE PHOTODENTRO SEALS REPOSITORY","authors":"Elina Megalou, Kostis Alexandris, Eugenia Oikonomidou, Christos Kaklamanis","doi":"10.36315/2022v2end036","DOIUrl":"https://doi.org/10.36315/2022v2end036","url":null,"abstract":"\"Open Educational Resources (OERs) offer unique opportunities to enhance the quality of education and ensure equitable access to learning resources. A major concern, however, is the quality of OERs. This article presents a generic conceptual framework for the Quality Assurance (QA) of OERs based on Quality Seals and introduces the Photodentro Quality Seals (QS) Repository and e-service (photodentro.edu.gr/seals), which was initiated and developed to support the quality assurance processes of the Greek national digital OER repositories for primary and secondary education. The proposed QA framework is based on three main entities: Quality Seals (describing either a set of quality criteria, a well-defined quality assurance procedure, or a reliable source of origin); Quality Seal holders (e.g., OER certifiers); and Sealings (representing e.g. certificates for OERs). The Photodentro QS repository hosts and manages Quality Seals and Sealings for OERs, which reside on various OER repositories, and provides a registry of OER certifiers. Our experiences from its nationwide use are also discussed.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133941001","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}

{"title":"IMPLEMENTATION OF AN OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN A KINESIOLOGY BACHELOR DEGREE","authors":"Sarah-Caroline Poitras, S. Bélanger, P. Corbeil, Andréane Lambert-Roy, Adrien Cantat","doi":"10.36315/2022v2end048","DOIUrl":"https://doi.org/10.36315/2022v2end048","url":null,"abstract":"\"For the past four years, the Laval University’s kinesiology bachelor degree has been using an OSCE to assess their students’ clinical competencies. This presentation will describe the format the OSCE and will discuss the quality improvement process implemented following psychometric analysis of the test and its nine stations. The psychometrics qualities were tested using the Cronbach’s alpha, the stations’ difficulty level and discrimination index. An ANOVA has also been realised to ensure that the students’ results of a same station in a different circuit were equivalent regarding the examiners. In the 2018 edition, the psychometrics qualities were under the standards, especially the Cronbach’s alpha and the stations’ discrimination index. In order to improve the reliability of the test, modifications were made to seven of nine scoring grids. A committee revised each competencies’ component assessed and removed the ambiguous ones. The psychometrics qualities of the revised results improved accordingly. To prepare the 2019 edition, the OSCE committee reviewed the nine stations and adjusted the scoring grids. It also designed three new clinical situations. The psychometrics qualities of the 2019 edition have shown an improvement of the Cronbach’s alpha and the stations’ discrimination index. It has also demonstrated no significant differences between the circuits’ performance. The appreciation surveys administered following each edition revealed the quality of the support offered to the students, examiners and simulated patients and the authenticity of the clinical situations. We thus consider this OSCE to be a reliable method to assess students’ competencies of our kinesiology program.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"44 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114302347","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}

{"title":"DIGITAL CAPITAL AND SAFETY IN SOCIALIZATION PROCESS. AN ITALIAN CASE STUDY","authors":"Ida Cortoni","doi":"10.36315/2022v2end025","DOIUrl":"https://doi.org/10.36315/2022v2end025","url":null,"abstract":"\"The process of digital acceleration, which in the last few years of the pandemic crisis has affected formal socialization contexts such as schools and families, has led to a critical reflection on the new responsibilities and skills of the digital citizen, in order to preserve his autonomy in the management of virtual dynamics while respecting certain ethical principles at the basis of navigation. These principles underpin the implementation of a digital culture in which the use of devices is guided by a sense of responsibility and respect for otherness. The new digital skills of the citizen go beyond specific access techniques and focus mainly on conscious digital behaviour at the basis of safeguarding various forms of individual and social well-being. Through the illustration of the main results of a national survey promoted by Sapienza University of Rome in 2020, the paper intends to provide a reflection on the degree of diffusion of digital awareness among Italian adolescents and on the impact of school and family digital capital in the development and implementation of such skills.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"28 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129611143","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}

{"title":"AN ANALYSIS OF STUDENT TEACHERS’ E-READINESS FOR DIGITAL EDUCATION ENVIRONMENT IN COVID-19 TIMES","authors":"P. Mollo","doi":"10.36315/2022v2end002","DOIUrl":"https://doi.org/10.36315/2022v2end002","url":null,"abstract":"\"The COVID-19 pandemic and the hygienic measures of social distance brought impasses to education and its future. Face-to-face activities are suspended and this accelerated use of Information Communications Technology (ICT) in most environments including education. Based on these changes, teacher education and training at universities should prepare prospective teachers that are able to function within the digital and virtual classrooms. This paper investigates the level to which student teachers were exposed to Technological Pedagogical Content Knowledge (TPACK) needed by them to function within the digital & virtual classrooms during and post COVID-19 times. The paper analyses, Central University of Technology (CUT) final year Bachelor of Education student teachers’ e-readiness to integrate ICT and present lessons in digital classrooms. A total of 60 student teachers were purposively selected to participate in this study. Data was collected using online questionnaires. A 5-point Likert scale questionnaire was used to collect data from student teachers. Subsequently, results revealed that student teachers are aware of the importance of ICT and e-learning in schools. However, they acknowledge that they have limitations, and they are not ready in implementing them in digital & virtual classrooms. The study concludes by offering several theoretical and practical recommendations for the e-readiness of student teachers in such environments.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127434450","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}

{"title":"TECHNOLOGY IN TEACHING AND LEARNING IN ROMANIA","authors":"Florentina Alina Pîrvu","doi":"10.36315/2022v2end077","DOIUrl":"https://doi.org/10.36315/2022v2end077","url":null,"abstract":"\"The pandemic caused by the novel Coronavirus has forcibly introduced digital technologies in the teaching and learning process all over the world. Even if teacher and students preparation for this way of teaching has not sufficient, all participants have succeeded in a rather short amount of time to adapt to online teaching and use the myriad of applications, websites and online teaching and learning platforms. The present article evidentiates the impact of digital technologies in education, therefore the study area that incorporates it is education technology. The idea from which this study originated is the way and rapidness that teachers managed to integrate digital technologies in teaching and to adapt their methods and strategies so that they combine all the advantages offered by online teaching with the contents to be taught. The main objective of the article has been the identification of the main applications, websites and platforms that the teachers consider useful, the level of usage during exclusive online teaching or hybrid teaching and the advantages and disadvantages of using digital resources on short-term and long-term. The research method is based on the teachers responses to the online questionnaire, on a qualitative research. The present study is structured in four main sections. The first section presents the context of introducing technologies in the teaching-learning process caused by the Covid-19 pandemic. The second section consists of a list of applications, platforms and educational websites used by Romanian teachers during exclusive online teaching and learning and developing opportunities offered to students and teachers. The third section presents the opinions of teaching staff in a private school from Romania regarding the positive and negative impact of digital technologies over the teaching and learning process. The last section comprises conclusions & recommendations for the main stakeholders. The main results obtained following the research show that the teachers have used and continue to use a series of apps, websites and educational platforms in teaching, even if the teaching is hybrid or with physical presence. Using digital resources has advantages such as class interaction, high interest in children, but also disadvantages (such as limited resources, internet connectivity, increased time in preparing lessons).\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128663408","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}

{"title":"INVESTIGATING SELF-DETERMINATION ASPECTS IN STUDENTS WITH VISION DISABILITY THROUGH DRAMATIC PLAY","authors":"Paraskevas Thymakis, V. Argyropoulos","doi":"10.36315/2022v2end091","DOIUrl":"https://doi.org/10.36315/2022v2end091","url":null,"abstract":"\"Self-determination is a very crucial and sensitive developmental domain for students with vision disability. This study investigates the role of dramatic play workshops on self-determination of eight students with vision disability, aged 8-12, from their parents’ perspective. Quantitative data revealed that dramatic play intervention had a small positive effect on students’ self-determination level, whereas qualitative data showed that parents observed significant positive changes on their children self-determination skills expression.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126827499","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}