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Going Online during a National Emergency: What College Students Have to Say 国家紧急状态下上网：大学生有什么好说的
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-10-12 DOI: 10.1080/07380569.2021.1988316
Debra R. Sprague, Michelle K. Wilbern
{"title":"Going Online during a National Emergency: What College Students Have to Say","authors":"Debra R. Sprague, Michelle K. Wilbern","doi":"10.1080/07380569.2021.1988316","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988316","url":null,"abstract":"Abstract Using an online survey, this mixed-method study was designed to understand how college students responded to the transition at mid-semester to online learning from face-to-face courses due to a global pandemic. The student responses indicated that the transition was not successful. Students mentioned issues with the limitations of the online format, personal struggles with time management or motivation, and diminishing quality of instruction. A summary of the study findings and recommendations for future studies are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"256 - 280"},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44423728","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
Integrating Classroom Technology: South African Mathematics Teachers 整合课堂技术:南非数学教师
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-07-03 DOI: 10.1080/07380569.2021.1953951
M. Graham, G. Stols, Ruan Kapp
{"title":"Integrating Classroom Technology: South African Mathematics Teachers","authors":"M. Graham, G. Stols, Ruan Kapp","doi":"10.1080/07380569.2021.1953951","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953951","url":null,"abstract":"Abstract Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"189 - 213"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962123","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
Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities 语篇转换和人类读者对学习障碍学生听力理解的影响
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-07-03 DOI: 10.1080/07380569.2021.1953362
David A. Brunow, T. Cullen
{"title":"Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities","authors":"David A. Brunow, T. Cullen","doi":"10.1080/07380569.2021.1953362","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953362","url":null,"abstract":"Abstract Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"214 - 231"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021543","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
Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse 双语教师利用技术促进数学话语
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-07-03 DOI: 10.1080/07380569.2021.1953367
Adria Patthoff, J. Castillo, Alejandra Treviño
{"title":"Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse","authors":"Adria Patthoff, J. Castillo, Alejandra Treviño","doi":"10.1080/07380569.2021.1953367","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953367","url":null,"abstract":"Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"161 - 188"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941613","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
An Exploration of Educators’ Technology Integration in the Middle Grades 中学教育工作者技术整合探索
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-07-03 DOI: 10.1080/07380569.2021.1953654
Erik Kormos
{"title":"An Exploration of Educators’ Technology Integration in the Middle Grades","authors":"Erik Kormos","doi":"10.1080/07380569.2021.1953654","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953654","url":null,"abstract":"Abstract This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"232 - 248"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271259","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
An Exploration of Factors Impacting Middle School Students’ Attitudes Toward Computer Programming 影响中学生计算机程序设计态度的因素探讨
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882209
Mete Akcaoglu, J. Rosenberg, Charles B. Hodges, J. Hilpert
{"title":"An Exploration of Factors Impacting Middle School Students’ Attitudes Toward Computer Programming","authors":"Mete Akcaoglu, J. Rosenberg, Charles B. Hodges, J. Hilpert","doi":"10.1080/07380569.2021.1882209","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882209","url":null,"abstract":"Abstract Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students’ self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys’ who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"19 - 35"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786195","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
Safe, Sound, and Private: Promoting Data Protection for Students 安全、健全和隐私：促进学生的数据保护
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882203
Joanna C. Zimmerle
{"title":"Safe, Sound, and Private: Promoting Data Protection for Students","authors":"Joanna C. Zimmerle","doi":"10.1080/07380569.2021.1882203","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882203","url":null,"abstract":"Abstract In an effort to slow the spread of the highly infectious disease coronavirus (COVID-19), school districts around the world closed school buildings, thrusting educators into emergency remote teaching. Although many vendors were quick to release tutorial guides and free trials for their online learning resources, the growing concern over student data protection intensified. A lack of transparency or disregard for privacy in the privacy policies of many apps and websites used by students may allow third parties to generate detailed profiles of students to be used for behavioral advertising, which could cause unforeseen consequences. This article highlights existing federal laws that aim to protect student data, explains the importance of vetting apps and websites used by students, offers guidance to assist schools with the vetting process, and concludes with resources to teach about digital citizenship, including lessons in which students learn how to protect their own data.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"1 - 18"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43473367","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
Characterizing the Role of Technology in Mathematics Teachers’ Practices When Teaching About the Derivative 技术在数学教师导数教学实践中的作用表征
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882211
José María Gavilán-Izquierdo, Mercedes García, V. Martín-Molina
{"title":"Characterizing the Role of Technology in Mathematics Teachers’ Practices When Teaching About the Derivative","authors":"José María Gavilán-Izquierdo, Mercedes García, V. Martín-Molina","doi":"10.1080/07380569.2021.1882211","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882211","url":null,"abstract":"Abstract A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS theory (which stands for Action, Process, Object and Schema) was used to describe the hypothetical learning processes. The results showed that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"36 - 56"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063375","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
Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology 土耳其中学STEM教师关于计算思维和信息通信技术观点的知识考试
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882206
Kaan Bati, Mehmet İkbal Yetişir
{"title":"Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology","authors":"Kaan Bati, Mehmet İkbal Yetişir","doi":"10.1080/07380569.2021.1882206","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882206","url":null,"abstract":"Abstract Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An F test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"57 - 73"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49345791","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
Exploring the “Presence” of Prospective Teachers in the Virtual Reality Environment: A Qualitative Study 虚拟现实环境下未来教师的“存在”探索：一项定性研究
IF 0.9
COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911555
Murat Çoban, Alperen Kayserili
{"title":"Exploring the “Presence” of Prospective Teachers in the Virtual Reality Environment: A Qualitative Study","authors":"Murat Çoban, Alperen Kayserili","doi":"10.1080/07380569.2021.1911555","DOIUrl":"https://doi.org/10.1080/07380569.2021.1911555","url":null,"abstract":"Abstract This study aimed to investigate the perception of “presence” of 43 prospective teachers participating in a virtual reality (VR) environment with an immersion function and to describe their opinions and experiences regarding the implementation process. The case study model, a qualitative research approach, was used. Participants experienced the VR environment using an HTC Vive device with an immersive feature. Qualitative data were collected through a structured interview form at the end of the application. Findings indicated that most participants provided positive perceptions regarding their VR experience. Additionally, the perceptions of participants were categorized into three main areas: technology, design, and individual characteristics. These categories and the participants’ experiences may contribute to the process of integrating VR systems into educational environments and developing novel VR applications.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"142 - 159"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567192","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
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