COMPUTERS IN THE SCHOOLS最新文献_第7页

Students’ Motivation to Learn Mathematics in the Robotics Environment 机器人环境下学生学习数学的动机

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-05-18 DOI: 10.1080/07380569.2022.2071227

Wajeeh M. Daher

引用次数: 7

Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis 使用表现测量预测幼儿阅读结果:一项探索性的纵向分析

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-05-18 DOI: 10.1080/07380569.2022.2072108

W. van Dijk, Danielle L. Pico, Rachel Kaplan, Valentina A. Contesse, Holly B. Lane

{"title":"Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis","authors":"W. van Dijk, Danielle L. Pico, Rachel Kaplan, Valentina A. Contesse, Holly B. Lane","doi":"10.1080/07380569.2022.2072108","DOIUrl":"https://doi.org/10.1080/07380569.2022.2072108","url":null,"abstract":"Abstract The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these applications is assumed to be helpful for teachers to identify struggling readers. Unfortunately, many teachers are unsure how to use and interpret the plethora of data from these apps. In this longitudinal study, we followed a cohort of students from kindergarten through first grade (n = 54). We then used quasi-simplex models to estimate the relation between five performance measures taken from an online literacy application and five reading related progress monitoring outcomes at four sequential time points controlling for previous achievement. Results suggest performance measures have more predictive power during kindergarten and the amount of time students were logged-in to the program was the most consistent predictor across outcomes and assessment periods. The number of interactions with the program was significantly related to students’ decoding skills. We discuss how these results might be used to increase teachers’ use of performance measures to adapt instruction.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"252 - 273"},"PeriodicalIF":0.9,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435029","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

Digital Game-Based Learning Can Develop Students’ Literacy Skills and Meet Learning Standards in the US 基于数字游戏的学习可以培养学生的识字能力并达到美国的学习标准

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-05-13 DOI: 10.1080/07380569.2022.2075163

Y. Lee, Meina Zhu

引用次数: 2

Investigating Students’ Performance and Motivation in Computer Programming through a Gamified Recommender System 通过游戏化推荐系统调查学生在计算机编程中的表现和动机

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI: 10.1080/07380569.2022.2071229

L. Al-Malki, Maram Meccawy

{"title":"Investigating Students’ Performance and Motivation in Computer Programming through a Gamified Recommender System","authors":"L. Al-Malki, Maram Meccawy","doi":"10.1080/07380569.2022.2071229","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071229","url":null,"abstract":"Abstract In this study, a personalized gamified recommender system was developed to help secondary-school students in Saudi Arabia learn computer programming. This recommender system supports those students by providing personalized recommendations to address their weaknesses and increase their motivation toward computer programming. A total of 60 female secondary-school students participated in this empirical study and were divided in to an intervention and comparison group. Due to the distance learning directives imposed by the COVID-19 pandemic, the whole study was conducted online. Data were collected through a post-test to measure student performance. In addition, a learning motivation questionnaire was distributed to all the study participants to measure their motivation toward learning programming. The Instructional Materials Motivation Survey questionnaire was distributed to the experimental group to measure their level of motivation after using the recommender system. The results showed that the personalized gamified recommender system positively affected the students’ performance in the intervention group and enhanced their motivation toward learning computer programming.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"137 - 162"},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527780","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: 3

School Sustainability and School Leadership during Crisis Remote Education: Polish and German Experience 危机期间的学校可持续性和学校领导力远程教育：波兰和德国的经验

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI: 10.1080/07380569.2022.2071221

Nataliia Demeshkant, Klaudia Schultheis, Petra Hiebl

{"title":"School Sustainability and School Leadership during Crisis Remote Education: Polish and German Experience","authors":"Nataliia Demeshkant, Klaudia Schultheis, Petra Hiebl","doi":"10.1080/07380569.2022.2071221","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071221","url":null,"abstract":"Abstract The objective of the presented study was to explore the influence of the COVID-19 pandemic on the sustainability of school education by comparing Polish and German experiences in coping with the problems caused by the switch to emergency remote learning based on the school principals’ opinions. A qualitative approach was used for data collection and analysis. Semi-structured interviews were conducted with 26 principals (13 from Poland and 13 from Germany). Thematic analysis was used to categorize the findings and to create themes and subthemes. The findings revealed that principals of both countries demonstrated clear positions for sustainable school functioning and proved their leadership competences to face the challenges of remote teaching during the pandemic. However, most of the participants reported issues regarding the organization and maintenance of sustainable e-learning, effective ICT integration and technological support. Both Polish and German school principals asserted, despite the lack of major institutional support, that their teaching staff managed to adapt quickly to the complex crisis conditions to mitigate the negative consequences of the COVID-19 on education.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"120 - 136"},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706368","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

Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom 基于课堂技术使用的初等教育者对学生数字安全的认识

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI: 10.1080/07380569.2022.2071233

Julie Bacak, Florence Martin, L. Ahlgrim-Delzell, Drew Polly, Weichao Wang

引用次数: 0

The Role of Teacher Technology Experiences and School Technology Interactivity in Teachers’ Culturally Responsive Teaching 教师技术体验与学校技术互动在教师文化响应教学中的作用

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI: 10.1080/07380569.2022.2071231

Ming-Min Cheng, Hsueh‐Hua Chuang, Thomas J. Smith

{"title":"The Role of Teacher Technology Experiences and School Technology Interactivity in Teachers’ Culturally Responsive Teaching","authors":"Ming-Min Cheng, Hsueh‐Hua Chuang, Thomas J. Smith","doi":"10.1080/07380569.2022.2071231","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071231","url":null,"abstract":"Abstract The present study examined how the type of school technology and teachers’ technological experiences (either personal or pedagogical) were related to teacher perceptions of culturally responsive teaching in technology-supported learning environments. Additionally, the study assessed the moderating effects of school technology interactivity on the relationship between teacher technology experiences and their perception of culturally responsive teaching in these environments. Hierarchical linear modeling was conducted on data from 257 teachers in Taiwan. Results found that the presence of technology interactivity in schools, teachers’ personal technology experiences, and technology experiences in teaching each had a positive and statistically significant effect on teachers’ perception of culturally responsive teaching. In addition, results found that the presence of interactive technology had no significant moderating effect on the relationship between either personal technology integration or technology integration in teaching and any of the five dimensions of culturally responsive teaching. The results suggest that, in addition to technological infrastructure renovation, schools should provide teachers with professional development programs and support which encourages them to create a technology-infused environment to address the connections between students’ cultural contexts and their learning contents.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"27 1","pages":"163 - 185"},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59446187","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

The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback? 计算机中介反馈对二语准确性的影响。学习者感知风格的差异是否会调节反馈的有效性?

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-03-24 DOI: 10.1080/07380569.2022.2041891

Syed Muhammad Mujtaba, Rakesh Parkash, Manjet Kaur Mehar Singh, Atiyeh Kamyabi Gol

{"title":"The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback?","authors":"Syed Muhammad Mujtaba, Rakesh Parkash, Manjet Kaur Mehar Singh, Atiyeh Kamyabi Gol","doi":"10.1080/07380569.2022.2041891","DOIUrl":"https://doi.org/10.1080/07380569.2022.2041891","url":null,"abstract":"Abstract Computer-mediated feedback (CMF) has recently gained attention in L2 (second language) classes because it offers numerous advantages, such as flexibility and timesaving. However, not much is known about how it affects the accuracy of L2 learners and how the mediating variables, such as learners’ preferred perceptual style, influences the efficacy of CMF. Therefore, the present study was conducted to examine how two types of CMF (audio-based and text-based) affect the accuracy of L2 learners on the past perfect tense and whether aligning CMF types with the learners’ preferred perceptual style (auditory/read/write) mediates its efficacy. One hundred and twenty first semester students with English as a second language (ESL), with a mean age of 20 were recruited for the current study. These students were divided into two treatment groups (audio-based and text-based) and a control group based on their preferred perceptual style (auditory/read/write). The learners in the treatment groups were given three treatment sessions, one each week, where they received CMF either in the audio-based form or text-based form on their narrative writing texts. Subsequently, the effectiveness of the CMF was tested employing two testing instruments: writing task and oral production task. The writing task was a narrative text reconstruction that required the participants to use past perfect tense. Similarly, the oral production task was a dialogue activity that required the use of past perfect tense. The results indicated that both CMF types improved the accuracy of the past perfect tense, with the audio-based CMF found to be more effective. The study also demonstrated that CMF was more effective when aligned with the learners’ preferred perceptual style.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"99 - 119"},"PeriodicalIF":0.9,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300866","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: 3

Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class 数学课堂互动白板感知属性的测量

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-01-02 DOI: 10.1080/07380569.2022.2037294

Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir

{"title":"Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class","authors":"Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir","doi":"10.1080/07380569.2022.2037294","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037294","url":null,"abstract":"Abstract The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"1 - 15"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47334153","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: 4

Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa 南非西开普省一所学校面对面和计算机中学数学课中符号中介的变化

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COMPUTERS IN THE SCHOOLS Pub Date : 2022-01-02 DOI: 10.1080/07380569.2022.2037297

Garth Spencer-Smith, J. Hardman

引用次数: 2