Journal of E-Learning and Knowledge Society最新文献_第8页

From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function 从教育背景到成瘾:技术在教学方法中的作用和作为教育功能的预防

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1504

G. Toto

{"title":"From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function","authors":"G. Toto","doi":"10.20368/1971-8829/1504","DOIUrl":"https://doi.org/10.20368/1971-8829/1504","url":null,"abstract":"Among the effects of neoliberalism, the diffusion of technologies, in negative the advance of individualism on the sense of community, is to be pointed out. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. On the other hand, nowadays, technological addiction is an educational problem not to be underestimated given its pervasiveness and diffusion among teenagers. The purpose of this article is to examine some positive and negative effects of technology on teenagers’ life styles. From a methodological perspective, it will be provided a systematic review of the existing literature on both technological addictions, by examining negative effects on adolescents’ mental health, and on educational strategies aimed at promoting positive effects through the analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioral addictions and promoting physical and mental wellbeing, given that the effective and guided use of technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"82 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85595263","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: 14

Heritage Education and Initial Teacher Training: an International Experience 遗产教育与初级教师培训:国际经验

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1488

A. Poce, F. Agrusti, Maria Rosaria Re

引用次数: 8

Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA 教师导入与数字文化。南意大利教师参加TFA的案例

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1494

Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli

{"title":"Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA","authors":"Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli","doi":"10.20368/1971-8829/1494","DOIUrl":"https://doi.org/10.20368/1971-8829/1494","url":null,"abstract":"This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape their own digital culture. All of the participants are in an induction process related to teaching students with special educational needs; however, some of them are already experienced teachers about other teaching fields (different from the one related to special educational needs). So, we first run Principal Component Analysis to detect what factors compose the participants’ digital culture. Then we run independent samples t-test to observe differences between males and females, and experienced and not experienced teachers. Results show that two of the four detected factors are similar to those proposed by literature. The other two, instead, differ from them. Furthermore, it emerged that, on average, males have higher scores than females on the factors; these differences are significant on three factors. Last but not the least, experienced teachers have, on average, higher scores than not experienced participants. However, these differences are not significant.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"51 1","pages":"67-78"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90339814","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

Promoting Digital and Media Competences of pre- and in-Service Teachers. Research Findings of a Project from six European Countries 提升职前及在职教师的数码及媒体能力。欧洲六国项目研究成果

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1497

M. Ranieri, Isabella Bruni

引用次数: 12

Online TESOL Teacher Education: outcome of a Pilot Project 在线TESOL教师教育:试点项目的结果

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1360

S. Filice, D. Bardetti

引用次数: 0

Model for Measuring the Implementation of Online Programs in Higher Education 高等教育在线课程实施的测量模型

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1394

Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart

{"title":"Model for Measuring the Implementation of Online Programs in Higher Education","authors":"Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart","doi":"10.20368/1971-8829/1394","DOIUrl":"https://doi.org/10.20368/1971-8829/1394","url":null,"abstract":"This study presents the results of expert judgment assessment of a model to measure the implementation of online programs in higher education. Online education is an innovative approach that has been used worldwide by several universities. The evaluation of the implementation of online education is, generally, focused in technology, content quality, instructor and service quality and learner satisfaction. However, it is weak in the structural and functional aspects of the universities. Therefore, a question needs to be answered: Are the dimensions and components of this model suitable for measuring the implementation of online programs? In order to answer that question, this work follows a descriptive statistical approach and four stages: 1. preparing the questionnaire for model assessment; 2. selecting experts; 3. application of the questionnaire; and 4. analysis of results. This study collected 39 completed responses from experts. The Aiken’s V coefficient was used as a measure to quantify the expert agreement. Findings illustrate the importance (88.4%), sufficiency (82%), influence (81.8%) and priority of the model components. As a conclusion, it was found that the dimensions and components of the model are suitable for measuring the implementation of online programs. The expert criterion is an important technique to support models designed from the literature. Limitations, as well as possible research directions, are also discussed.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"88 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75793254","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

Initial Teacher Education and Learning English at Primary School in Tuscany: Creative Perspectives, Current Challenges, and Possible Approaches 托斯卡纳小学初级教师教育和英语学习:创造性视角、当前挑战和可能的方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1506

E. Guerin

{"title":"Initial Teacher Education and Learning English at Primary School in Tuscany: Creative Perspectives, Current Challenges, and Possible Approaches","authors":"E. Guerin","doi":"10.20368/1971-8829/1506","DOIUrl":"https://doi.org/10.20368/1971-8829/1506","url":null,"abstract":"This paper considers important contributions from language teaching and learning literature, so as to identify current challenges and issues related to initial teacher education in the preparation of trainee Primary School teachers to teach English in Primary School. It then examines the role of the English Language Learning-Teaching Methodology Workshops in initial teacher education in the Degree Course in Primary Education at the University of (Place) within the context of this recently instituted degree-course (2011). This is followed by a brief account of the English Language Learning and Teaching Methodology Workshop for the initial cohort (aa. 2011-2016), and the use of reference documents for language teachers (Council of Europe and National Guidelines) as a starting-point for the development of the methodology curriculum within the degree-course. The initial English Language teacher-training gap and a possible way to address the issue follows. \u0000The results of the study identify possible future directions and issues which, at least in the (Place) context, appear to be of major importance. Said issues also have a profound impact on teaching-learning contexts, and, most likely, demand meaningful actions if they are to be resolved in a productive way both for pre- and inservice teachers as well as their learners.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"2013 1","pages":"145-173"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86359964","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

Designing an effective and scientifically grounded e-learning environment for Initial Teacher Education: the Italian University Line Model 为初级教师教育设计一个有效的、科学的电子学习环境:意大利大学线模型

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1510

F. Benedetti

引用次数: 3

Initial Teacher Training and the National Plan for Digital Education (NOP - ESF) 初级教师培训和国家数字教育计划(NOP - ESF)

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1496

Samuele Calzone, Rosanna Di Gioia, Valentina Pappalardo

引用次数: 1

Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System 新教师入职管理:俄罗斯学校方法体系的现代化

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1493

R. Valeeva, T. A. Baklashova, L. Latypova

{"title":"Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System","authors":"R. Valeeva, T. A. Baklashova, L. Latypova","doi":"10.20368/1971-8829/1493","DOIUrl":"https://doi.org/10.20368/1971-8829/1493","url":null,"abstract":"The current context of general education in Russia is distinguished by the availability of programs ensuring the development of human resources potential in educational institutions. Particular attention is paid by the government of the Russian Federation and by local authorities to projects related to the effective adaptation of novice teachers in the professional pedagogical environment. This process involves collaborative work of management and staff of general education institutions, higher education institutions, ministries and agencies. The leading mechanisms of professional development are modernization of the initial teacher education (ITE) and reflexive management technologies in the educational institutions. Creating qualitatively new content and conditions of scientific and methodological support to a novice teacher in the elaboration of new professional standards requires the development of networking and productive innovations in the education system. This paper reveals the development of innovative organizational models of advanced training for administrative and pedagogical personnel at the regional and municipal levels in Russia.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"06 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86048683","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: 2