Educational Media International最新文献_第10页

Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey 检查职前教师的多模态素养教学知识:对TPACK调查的验证

IF 1.8

Educational Media International Pub Date : 2019-10-02 DOI: 10.1080/09523987.2019.1681110

Lynde Tan, C. Chai, F. Deng, Chunping Zheng, N. Drajati

{"title":"Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey","authors":"Lynde Tan, C. Chai, F. Deng, Chunping Zheng, N. Drajati","doi":"10.1080/09523987.2019.1681110","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681110","url":null,"abstract":"ABSTRACT Several studies have been undertaken to develop instruments to measure English teachers’ TPACK, but few studies have measured English teachers’ TPACK to develop meaningful relationships among technology, content, and pedagogy in the context whereby literacy should be associated with a range of semiotic modes beyond the written language. The interactions with a wider range of texts across modes, media and contexts point to the need for an instrument that can measure English teachers’ TPACK in the context of teaching multimodal literacies. In this study, we investigated what factors and items were necessary for examining pre-service teachers’ TPACK in multimodal literacy teaching. The proposed TPACK instrument was validated with 220 pre-service teachers across three institutions in Indonesia, China, and Australia. The study shows that the proposed eight-factor instrument generally expressed acceptable validity and reliability and was appropriate for assessing pre-service teachers’ TPACK for multimodal literacies. Implications and further research are discussed with the aim of equipping pre-service teachers with the capabilities to integrate content, pedagogy, technology and understand the complex interdependence of contextually bound factors that influence their classroom readiness in teaching multimodal literacies.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"11 1","pages":"285 - 299"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78970102","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: 18

A gap in governance: acknowledging the challenges of organic ePortfolio implementation 治理上的差距:承认有机电子投资组合实施的挑战

IF 1.8

Educational Media International Pub Date : 2019-10-02 DOI: 10.1080/09523987.2019.1682271

Louise Nagle, Michael O’ Connell, T. Farrelly

{"title":"A gap in governance: acknowledging the challenges of organic ePortfolio implementation","authors":"Louise Nagle, Michael O’ Connell, T. Farrelly","doi":"10.1080/09523987.2019.1682271","DOIUrl":"https://doi.org/10.1080/09523987.2019.1682271","url":null,"abstract":"ABSTRACT The adoption and integration of ePortfolios into third level teaching and learning provide many benefits as well as challenges. In this article, we capture the perspectives of nine academics from across seven departments within a small Higher Education Institute (HEI) who integrated ePortfolios into their teaching. Through a series of semi-structured interviews, we gained insight into the experiences of academics as they implemented various ePortfolio technologies. What is particularly notable about these participants is that the use of ePortfolios had occurred in an organic manner, often with little or no “official” support. Although, many of these organic initiatives may herald an initial flurry of positive feedback coupled with enthusiasm; the study indicates that without adequate management and support of the planning and implementation of ePortfolios there can be negative outcomes. The major conclusion drawn is that without a comprehensive and appropriate policy framework the implementation of ePortfolios is likely to run into a series of challenges. These are: fear and resistance to ePortfolios; challenges faced by students using ePortfolios; and difficulties with the integration of the technology into teaching & learning strategies.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"1 1","pages":"328 - 342"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74110540","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: 9

“Nobody else organized”: teachers solving problems of practice in the Twitterblogosphere “没有其他人有组织”:教师在twitter博客圈中解决实践问题

IF 1.8

Educational Media International Pub Date : 2019-10-02 DOI: 10.1080/09523987.2019.1681111

H. Risser, SueAnn Bottoms, C. Clark

引用次数: 7

Community building in the MTBoS: Mathematics educators establishing value in resources exchanged in an online practitioner community mtbo中的社区建设:数学教育者在在线从业者社区中建立资源交换的价值

IF 1.8

Educational Media International Pub Date : 2019-10-02 DOI: 10.1080/09523987.2019.1681105

J. Larsen, Christopher W. Parrish

引用次数: 4

Concept analysis of the theories used to develop educational podcasts 用于开发教育播客的理论概念分析

IF 1.8

Educational Media International Pub Date : 2019-10-02 DOI: 10.1080/09523987.2019.1681107

Scott W. T. McNamara, C. Drew

{"title":"Concept analysis of the theories used to develop educational podcasts","authors":"Scott W. T. McNamara, C. Drew","doi":"10.1080/09523987.2019.1681107","DOIUrl":"https://doi.org/10.1080/09523987.2019.1681107","url":null,"abstract":"ABSTRACT Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"49 1","pages":"300 - 312"},"PeriodicalIF":1.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83765238","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: 10

A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch 一个多方面的学生的表现评估框架，基于运动的游戏制作项目与Scratch

IF 1.8

Educational Media International Pub Date : 2019-07-03 DOI: 10.1080/09523987.2019.1669876

Ioannis Altanis, S. Retalis

{"title":"A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch","authors":"Ioannis Altanis, S. Retalis","doi":"10.1080/09523987.2019.1669876","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669876","url":null,"abstract":"ABSTRACT In the last few years, engaging students to create digital games has been a pole of attraction for many teachers and researchers, resulting in highly positive learning experiences and promoting their thinking skills, e.g., programming and computational thinking (CT) skills. Researchers have already stated about the need for further research not only around the evaluation techniques and tools of the quality of these complex educational interventions, but mainly about ways to ease the assessment of students’ performance from multiple perspectives with authenticity. This paper contributes to proposing a multifaceted assessment framework of the degree of students’ acquisition of multiple skills, when they get involved in digital motion-based touchless game-making course-projects with the MIT Scratch tool. The results of its implementation during a pilot study with computer science undergraduate students, which are presented, highlight the positive effects of combining and extending various assessment techniques and tools to draw holistic conclusions about students’ higher skills including computational and spatial thinking skills.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"5 1","pages":"201 - 217"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82923573","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: 8

What learning analytics can learn from students as partners 学习分析学可以从作为合作伙伴的学生身上学到什么

IF 1.8

Educational Media International Pub Date : 2019-07-03 DOI: 10.1080/09523987.2019.1669883

Mollie Dollinger, J. Lodge

{"title":"What learning analytics can learn from students as partners","authors":"Mollie Dollinger, J. Lodge","doi":"10.1080/09523987.2019.1669883","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669883","url":null,"abstract":"ABSTRACT The growing practice of students as partners (SaP) has sparked numerous conversations in higher education about the roles students do and should play in shaping the future. SaP scholars contend that by engaging with students in meaningful partnership, underpinned by values such reciprocity, students can have deeper and more meaningful learning experiences. Similar in this goal, the field of learning analytics also strives to create deeper and more meaningful learning experiences for students, however, the current approach differs. Students and other stakeholders such as teachers are rarely part of the process in learning analytics, and this divide, and lack of communication, between designers and users, has led to several critical issues in the area. Therefore, this paper will discuss three ongoing issues within learning analytics and draw on SaP values and guiding principles, such as reciprocity, emphasis on the process, and shared responsibility to question the current way learning analytics perceives students. By arguing for a change in perspective and the adoption of SaP in learning analytics, we will further add on growing literature about the importance of universities to become transparent and collaborative communities.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"14 1","pages":"218 - 232"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84700049","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: 6

Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology 基于游戏的虚拟现实考古入门教学环境中动机支持与游戏特征的关系

IF 1.8

Educational Media International Pub Date : 2019-07-03 DOI: 10.1080/09523987.2019.1669946

L. Shackelford, Wenhao David Huang, Alan B. Craig, Cameron Merrill, Danying Chen

{"title":"Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology","authors":"L. Shackelford, Wenhao David Huang, Alan B. Craig, Cameron Merrill, Danying Chen","doi":"10.1080/09523987.2019.1669946","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669946","url":null,"abstract":"ABSTRACT Virtual reality (VR) and game-based learning strategies have rarely been investigated together with a keen focus on motivational processing. This lack of understanding on motivational support of VR game-based learning has hindered the design of such environments to effectively and efficiently support intended learning processes. The study revealed relationships between learners’ motivational processing and perceived game features in a VR learning environment for delivering introductory archaeology content to college students. The first part of the study adopted the complementary concurrent mixed-method design, which applied qualitative results to clarify quantitative findings to delineate motivational support perceived by 40 participants. The second part employed quantitative survey data only from the same sample to reveal perceived game features and relationships between motivational support and game features. Findings suggest that learners’ motivational processing was supported by the Confidence and Satisfaction components of the ARCS motivational design model. Additionally, not all motivational components were supported by perceived game features according to multiple regression analyses. The discussion of the findings is focused on in what areas and to what extent multimedia-rich VR elements might compete with game-based learning in the same learning environment for learners’ limited cognitive and behavioral learning capacities.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"34 1","pages":"183 - 200"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84293549","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: 9

A review of research on machine learning in educational technology 教育技术中机器学习的研究综述

IF 1.8

Educational Media International Pub Date : 2019-07-03 DOI: 10.1080/09523987.2019.1669875

Ceren Korkmaz, A. Correia

{"title":"A review of research on machine learning in educational technology","authors":"Ceren Korkmaz, A. Correia","doi":"10.1080/09523987.2019.1669875","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669875","url":null,"abstract":"ABSTRACT The purpose of this review is to investigate the trends in the body of research on machine learning in educational technologies, published between 2007 and 2017. The criteria for article selection were as follows: (1) study on machine learning in educational/learning technologies, (2) published between 2007–2017, (3) published in a peer-reviewed outlet, and (4) an empirical study, literature review, or meta-analysis. Eighty-nine articles were chosen, after the first round of the article selection process. Through a second look at the articles, fifteen articles that did not match the criteria were eliminated. After the close examination of the seventy-four articles, certain demographical and thematic trends emerged. The top contributors to the body of research were Taiwan and the United States while the most productive year was 2017. The most utilized machine learning methods were vectors and decision trees. Commonly researched areas, on the other hand, were automation, cognitive process assessment, prediction, intelligent tutoring systems, and opportunities and challenges in the use of big data & learning analytics. Recommendations for future research focus on expanding geographical diversity, incorporating Bayesian and fuzzy logic methods more in educational machine learning work.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"17 1","pages":"250 - 267"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82679811","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: 24

Connected learning with media tools in kindergarten: an illustrative case 幼儿园使用媒体工具进行关联学习:一个说明性案例

IF 1.8

Educational Media International Pub Date : 2019-07-03 DOI: 10.1080/09523987.2019.1669877

Henriikka Vartiainen, Teemu Leinonen, Saara Nissinen

{"title":"Connected learning with media tools in kindergarten: an illustrative case","authors":"Henriikka Vartiainen, Teemu Leinonen, Saara Nissinen","doi":"10.1080/09523987.2019.1669877","DOIUrl":"https://doi.org/10.1080/09523987.2019.1669877","url":null,"abstract":"ABSTRACT Connected learning is claimed to support children to connect their formal learning with wider social network and media tools in an interest-driven and inquiry-oriented manner. In a formal context there are few successful implementations of connected learning. This study explores how a kindergarten community of 8 adults and 42 children, equipped with digital media tools, organized connected learning as sociocultural phenomena and inquiry learning. With an ethnographic approach, unstructured interviews and multimedia portfolios provided data for deductive content analysis. The results indicate that meaningful objects of inquiry were found though the children’s own discoveries with media tools used in forest trips. The social capital and the children’s own funds of knowledge were harnessed with iPads and a trail camera, installed to capture wildlife. Precisely, the trail camera use and the resulting images mediated connections with parents and grandparents, outside experts, and peers. Children were actively naming, classifying, and categorizing the trail camera data, and also searching, evaluating, and applying new information. Children were also creating, sharing, and openly publishing their own insights that drew on a unique mix of meaning-making resources and media tools. The results can be used in the learning design of early-childhood education and care.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"43 1","pages":"233 - 249"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75122401","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: 11