COMPUTERS IN THE SCHOOLS最新文献_第3页

From Digital Exclusion to Digital Inclusion: Shaping the Role of Parental Involvement in Home-Based Digital Learning – A Narrative Literature Review 从数字排斥到数字包容：塑造家长参与家庭数字学习的角色--叙事性文献综述

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COMPUTERS IN THE SCHOOLS Pub Date : 2024-03-06 DOI: 10.1080/07380569.2024.2322167

Declan Qualter

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Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools 探索自适应电子学习技术对南非学校学生数学建模与模拟认知的影响

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COMPUTERS IN THE SCHOOLS Pub Date : 2024-01-23 DOI: 10.1080/07380569.2023.2297893

A. Bayaga, Michael Alexander

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Lend Me Your Ears: A Study on Taking the Role of Podcasters by Taiwanese EFL Learners 借我一耳：台湾英语学习者扮演播客角色的研究

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COMPUTERS IN THE SCHOOLS Pub Date : 2023-12-22 DOI: 10.1080/07380569.2023.2291639

Cheryl Wei-yu Chen

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The Effects of Group Interaction and Structure on a Achievement in Elementary School Robotics Classrooms 小组互动和结构对小学机器人课堂成绩的影响

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COMPUTERS IN THE SCHOOLS Pub Date : 2023-12-21 DOI: 10.1080/07380569.2023.2292718

Jonathan Yogi, Youngkyun Baek, Jesús Trespalacios

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Survey Gamification: Engaging Generation Z 调查游戏化：吸引 Z 世代

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COMPUTERS IN THE SCHOOLS Pub Date : 2023-12-13 DOI: 10.1080/07380569.2023.2271486

Andra Antal-Berbecaru, Alexia Larchen Costuchen, Soumyabrata Dev

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Cell Phone Use in American Civics and History Classrooms 美国公民与历史课堂中的手机使用情况

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COMPUTERS IN THE SCHOOLS Pub Date : 2023-12-13 DOI: 10.1080/07380569.2023.2291684

Diana Owen

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Artificial Intelligence and K-12 Education: Possibilities, Pedagogies and Risks 人工智能与K-12教育:可能性、教学法和风险

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COMPUTERS IN THE SCHOOLS Pub Date : 2023-11-28 DOI: 10.1080/07380569.2023.2279870

Joseph Mintz, Wayne Holmes, Leping Liu, Maria Perez-Ortiz

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Challenges and Strategies of In-Service EFL Teachers in Online Language Teaching: A Saudi Arabian Case Study 在职英语教师在网络语言教学中的挑战与策略:以沙特阿拉伯为例

COMPUTERS IN THE SCHOOLS Pub Date : 2023-10-31 DOI: 10.1080/07380569.2023.2276720

Ahmed Al Khateeb, Jeong-Bae Son

{"title":"Challenges and Strategies of In-Service EFL Teachers in Online Language Teaching: A Saudi Arabian Case Study","authors":"Ahmed Al Khateeb, Jeong-Bae Son","doi":"10.1080/07380569.2023.2276720","DOIUrl":"https://doi.org/10.1080/07380569.2023.2276720","url":null,"abstract":"AbstractThe outbreak of COVID-19 has greatly influenced conventional language learning and teaching, leading to a rapid transformation toward online learning and teaching. In many places, language learners and teachers experienced a sudden shift to online instruction with limited resources and inadequate preparation. This study examines the challenges and strategies that Saudi Arabian English as a foreign language (EFL) teachers experienced in online language teaching and explores how they dealt with such challenges for the implementation of online language teaching. It also identifies ways to help language teachers be more effective in online teaching and better respond to emergencies like the COVID-19 pandemic. The verification of these challenges and strategies in online settings provides insights into how to teach languages better online. The results of the study indicate that online language teaching was accepted as a professional practice, which has benefits such as flexibility and accessibility, but also poses pedagogical and technical issues. Online language teaching requires context-specific strategies, including maintaining student motivation and continuing professional development.Keywords: Online language teachingEnglish as a foreign languagein-service teacherschallengesstrategies Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813790","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

‘Maddie is Online’: A Creative Learning Path to Digital Literacy for Young People “麦迪在线”:为年轻人提供通往数字素养的创造性学习之路

COMPUTERS IN THE SCHOOLS Pub Date : 2023-10-31 DOI: 10.1080/07380569.2023.2276736

Konstantina Martzoukou, Ioannis Panayiotakis, Nicholas Herbert, Emma Grey, Niall MacDonald

{"title":"‘Maddie is Online’: A Creative Learning Path to Digital Literacy for Young People","authors":"Konstantina Martzoukou, Ioannis Panayiotakis, Nicholas Herbert, Emma Grey, Niall MacDonald","doi":"10.1080/07380569.2023.2276736","DOIUrl":"https://doi.org/10.1080/07380569.2023.2276736","url":null,"abstract":"This paper explores young people’s development of digital literacy and resilience and discusses how teachers and librarians can play an important role in supporting young people to become digital citizens: informed, active, ethical, safe and responsible members of the online society. The research involved the delivery and evaluation of an interactive educational workshops that included an online cartoon series, accompanied by openly available educational toolkits dealing with topics of online resilience and safety in the online environment. The research involved a total of 239 secondary school pupils, across six schools and within a single local authority in Scotland. Anonymous qualitative and quantitative data were collected from the learning activities, which related to young people’s experiences, coping strategies and emotions in the online environment. The workshops empowered young people to open dialogue about challenging situations they experience in their everyday online connectivity and express their needs for further training. This work presents an innovative constructivist learning approach that can be replicated with young people to explore multiple challenges and opportunities they may encounter when navigating their online environment.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765823","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

Marching to the Beat of One’s Own Drum: A Comparison of Students’ Understanding of Linear Equations and Perspectives on Learning Mathematics in a Flipped and Non-Flipped Classroom 自行其是:翻转课堂与非翻转课堂中学生对线性方程的理解与数学学习视角的比较

COMPUTERS IN THE SCHOOLS Pub Date : 2023-10-31 DOI: 10.1080/07380569.2023.2273314

Andrew McAlindon, Lynda Ball, Shanton Chang, Vicki Steinle

{"title":"Marching to the Beat of One’s Own Drum: A Comparison of Students’ Understanding of Linear Equations and Perspectives on Learning Mathematics in a Flipped and Non-Flipped Classroom","authors":"Andrew McAlindon, Lynda Ball, Shanton Chang, Vicki Steinle","doi":"10.1080/07380569.2023.2273314","DOIUrl":"https://doi.org/10.1080/07380569.2023.2273314","url":null,"abstract":"AbstractThis study compared two teaching approaches (flipped vs non-flipped) for the topic of linear equations in two Australian secondary mathematics classes taught by one teacher. Both the flipped and non-flipped classes demonstrated similar improvement in understanding directly after the topic. However, the flipped class had greater retention of understanding three weeks after the topic. Student attitude data showed no significant differences (p > .05) between the two classes before or after the topic. Open-ended responses from students revealed favorable perceptions of the flipped approach for most students. These included enhanced support for learning through an ability to control their own learning and ability to review explanations on demand. Some students expressed difficulty in not being able to seek immediate clarification from the teacher when watching the videos, highlighting a drawback of the approach.Keywords: Flipped teaching approachstudent understandingstudent attitudesflipped learningsecondary mathematicslearning and teaching with computers Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix A. Explanations of development stages of understanding.Download CSVDisplay TableAppendix B. Creation of Quiz C items from Quiz B.Download CSVDisplay TableAppendix C. Revised subscale items for attitude to learning mathematics with technology subscale within MTAS.Download CSVDisplay TableAppendix D. Post-topic survey questions for students in the intervention class.Download CSVDisplay TableNotes1 https://www.smartvic.com/","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863031","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