Educational Media International最新文献_第6页

Teacher professional development in integrating digital fabrication technologies into teaching and learning 将数位制造技术整合进教与学的教师专业发展

IF 1.8

Educational Media International Pub Date : 2021-10-02 DOI: 10.1080/09523987.2021.1989766

M. Song

{"title":"Teacher professional development in integrating digital fabrication technologies into teaching and learning","authors":"M. Song","doi":"10.1080/09523987.2021.1989766","DOIUrl":"https://doi.org/10.1080/09523987.2021.1989766","url":null,"abstract":"ABSTRACT The potential of digital fabrication technology (DFT) in education has attracted the attention of many educational stakeholders over the last decade. However, there is scant literature on how in-service teachers take part in teacher professional development (TPD) to equip themselves with necessary DFT skills and knowledge. In response, this qualitative exploratory study aimed to identify characteristics of effective DFT-related TPD and the current status of the implementation of DFT in K–12 education in Hong Kong through interviews with local teachers and stakeholders. The findings reveal that DFT-related TPDs have had positive effects on teachers’ skills and knowledge overall, but they were found to lack in-depth hands-on training and guidance on pedagogical aspects with practical class models. Teachers flexibly adopted formal and informal TPD depending on their own backgrounds, competencies, and needs. In addition, the following barriers to applying TPD learning outcomes to classroom practices were identified: limited hardware availability and access as well as a lack of open-learning classrooms, technical support and sustained professional development for teachers, technology integration into different subjects, and government-provided guidelines and frameworks. However, these limitations were found to afford new opportunities with respect to student-centered and collaborative teaching and learning environments.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"3 1","pages":"317 - 334"},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73616244","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

The effects of technological professional development training on faculty’s perceptions and actual use of technology 技术专业发展培训对教师对技术的认知和实际使用的影响

IF 1.8

Educational Media International Pub Date : 2021-10-02 DOI: 10.1080/09523987.2021.1989767

T. Phan, Meina Zhu, Mary W. Paul

引用次数: 2

Psychometric assessment of a tool to evaluate motivation and knowledge of an energy-related topic MOOC 一种评估能源相关主题MOOC的动机和知识的工具的心理测量评估

IF 1.8

Educational Media International Pub Date : 2021-07-03 DOI: 10.1080/09523987.2021.1976827

J. A. V. Vázquez, M. Ramírez-Montoya, J. González

引用次数: 1

Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities 作为在线社区变革知识分子的课堂教师的共同价值观和信仰

IF 1.8

Educational Media International Pub Date : 2021-07-03 DOI: 10.1080/09523987.2021.1976830

Zachary M. Clancy, Heng-Yu Ku

{"title":"Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities","authors":"Zachary M. Clancy, Heng-Yu Ku","doi":"10.1080/09523987.2021.1976830","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976830","url":null,"abstract":"ABSTRACT Online communities have the potential to help teacher education programs inform and prepare future teachers to teach children equitably and confront social injustices. The purpose of this study was to gain a better understanding of the shared values and beliefs of teachers who operate as transformative intellectuals in online places. Findings were categorized based on the topic domains of interview questions. The study included six participants from two social-justice and human-rights oriented online communities of teachers, #SaturdaySchool and #EduColor. Three data sources, a demographic survey questionnaire, individual interviews, and fieldnotes, were used to answer the research question. Findings suggested that participants in both communities think that teachers should have access to and participate in online places in which teachers, teacher-educators, and activists engage in social-justice and human-rights work. The findings demonstrated that participants thought it was essential to have a venue for ongoing and reflective conversations. Additionally, the findings suggest that participants in both groups view their communities as places to challenge what they have learned in the past, connect with other teachers, and share professional experiences. Participants also view both communities as sources of encouragement and places to feel vulnerable.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"96 1","pages":"261 - 279"},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80204007","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

Internet literacy among the elderly in Thailand 泰国老年人的网络素养

IF 1.8

Educational Media International Pub Date : 2021-07-03 DOI: 10.1080/09523987.2021.1976829

Watsatree Diteeyont, Heng-Yu Ku

{"title":"Internet literacy among the elderly in Thailand","authors":"Watsatree Diteeyont, Heng-Yu Ku","doi":"10.1080/09523987.2021.1976829","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976829","url":null,"abstract":"ABSTRACT The elderly benefit from using the Internet for various purposes, and achieving Internet literacy is essential for their participation as digital citizens. This study investigates the levels and influential factors of Internet literacy among 534 elderly in Thailand. The results showed that the participants had an intermediate level of Internet literacy overall. Most of the elderly had solid knowledge and skills in using digital tools and applying strategies to obtain information from reliable resources online. They could also communicate and protect their personal information on online platforms. However, some of the participants lacked experience and skills in identifying spam emails, and they neglected to report illegal online content and violence to the relevant government sectors. The participants’ Internet literacy levels did not vary by profession, frequency of internet access, and amount of time spent online per day. Instead, it was affected by education level, device type, and length of experience using the Internet. Future studies may focus on developing effective strategies to help senior citizens obtain higher levels of Internet literacy and explore qualitative data on their attitudes, needs, and concerns about Internet use, to build a safe Internet environment for elderly users.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"58 1","pages":"248 - 260"},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89898719","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

Mapping research directions on makerspaces in education 绘制教育中创客空间的研究方向

IF 1.8

Educational Media International Pub Date : 2021-07-03 DOI: 10.1080/09523987.2021.1976826

Dora Konstantinou, A. Parmaxi, Panayiotis Zaphiris

引用次数: 3

Emergency remote teaching during COVID-19 pandemic: lessons learned from Cyprus COVID-19大流行期间的紧急远程教学:从塞浦路斯吸取的经验教训

IF 1.8

Educational Media International Pub Date : 2021-04-03 DOI: 10.1080/09523987.2021.1930484

Efi A. Nisiforou, Panagiotis Kosmas, Charalambos Vrasidas

引用次数: 12

Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic COVID-19大流行期间特殊教育中英语学习者的比例过高

IF 1.8

Educational Media International Pub Date : 2021-04-03 DOI: 10.1080/09523987.2021.1930485

Shawna P. Ortogero, Amber B. Ray

{"title":"Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic","authors":"Shawna P. Ortogero, Amber B. Ray","doi":"10.1080/09523987.2021.1930485","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930485","url":null,"abstract":"ABSTRACT The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"28 1","pages":"161 - 180"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381007","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

Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020 2020年学校紧急关闭对教师自我效能感和远程学习的影响

IF 1.8

Educational Media International Pub Date : 2021-04-03 DOI: 10.1080/09523987.2021.1930481

K. Ladendorf, H. Muehsler, Ying Xie, H. Hinderliter

{"title":"Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020","authors":"K. Ladendorf, H. Muehsler, Ying Xie, H. Hinderliter","doi":"10.1080/09523987.2021.1930481","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930481","url":null,"abstract":"ABSTRACT The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"31 1","pages":"124 - 144"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89981633","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

Emergency remote teaching with technology during the COVID-19 pandemic: using the whole teacher lens to examine educator’s experiences and insights 2019冠状病毒病大流行期间的紧急远程技术教学:用教师视角审视教育工作者的经验和见解

IF 1.8

Educational Media International Pub Date : 2021-04-03 DOI: 10.1080/09523987.2021.1930479

Torrey Trust, Jeromie Whalen

引用次数: 26