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Technology Pedagogy and Education最新文献

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Student teacher learning with Ozobots and Makey Makeys during a workshop and field experience 学生教师在工作坊和实地体验中使用 Ozobots 和 Makey Makeys 学习
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-09-08 DOI: 10.1080/1475939x.2024.2391302
Cristyne Hébert, Trudy Keil
{"title":"Student teacher learning with Ozobots and Makey Makeys during a workshop and field experience","authors":"Cristyne Hébert, Trudy Keil","doi":"10.1080/1475939x.2024.2391302","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2391302","url":null,"abstract":"This pilot project examines the experiences of a small sample (n = 4) of elementary pre-service teachers (PSTs) as they designed and attempted to implement a series of short lessons, or mini-units,...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling 脚本协同作用：通过协作式数字叙事提升英语写作和创造力
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-08-02 DOI: 10.1080/1475939x.2024.2382970
Ching-Huei Chen, Hui-Chin Yeh
{"title":"Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling","authors":"Ching-Huei Chen, Hui-Chin Yeh","doi":"10.1080/1475939x.2024.2382970","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2382970","url":null,"abstract":"The purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and w...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study 揭开教育工作者数字能力框架中信息与传播技术非政治化的面纱：一项批判性话语研究
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-07-24 DOI: 10.1080/1475939x.2024.2377598
Trude Løvskar, Kjersti E. Lea, Robert Gray
{"title":"Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study","authors":"Trude Løvskar, Kjersti E. Lea, Robert Gray","doi":"10.1080/1475939x.2024.2377598","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2377598","url":null,"abstract":"This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features inform...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education 教学法应用程序：以色列中学教育中的倡议、教学实践和知识性质
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-27 DOI: 10.1080/1475939x.2024.2368612
Benzi Slakmon
{"title":"WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education","authors":"Benzi Slakmon","doi":"10.1080/1475939x.2024.2368612","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2368612","url":null,"abstract":"In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and in...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A testing load: a review of cognitive load in computer and paper-based learning and assessment 测试负荷：计算机和纸质学习与评估中的认知负荷回顾
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-26 DOI: 10.1080/1475939x.2024.2367517
James Pengelley, Peter R. Whipp, Anabela Malpique
{"title":"A testing load: a review of cognitive load in computer and paper-based learning and assessment","authors":"James Pengelley, Peter R. Whipp, Anabela Malpique","doi":"10.1080/1475939x.2024.2367517","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2367517","url":null,"abstract":"The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency ...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical approaches of maker educators in a school setting 学校环境中创客教育者的教学方法
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-18 DOI: 10.1080/1475939x.2024.2352039
Amber Simpson, Adam V. Maltese
{"title":"Pedagogical approaches of maker educators in a school setting","authors":"Amber Simpson, Adam V. Maltese","doi":"10.1080/1475939x.2024.2352039","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2352039","url":null,"abstract":"The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document ...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of flipped blended learning based on assessment: an action research study in translation technology education 基于评估的翻转式混合学习的效果：翻译技术教育行动研究
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-17 DOI: 10.1080/1475939x.2024.2364740
Chunyu Wang, Jing Peng, Xinyi He
{"title":"Effects of flipped blended learning based on assessment: an action research study in translation technology education","authors":"Chunyu Wang, Jing Peng, Xinyi He","doi":"10.1080/1475939x.2024.2364740","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2364740","url":null,"abstract":"Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional train...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogy-based solutions for making effective interactions in e-learning environments: reflections on Hirumi’s three levels of interaction 基于教学法的电子学习环境中有效互动的解决方案：对 Hirumi 互动三个层次的思考
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-13 DOI: 10.1080/1475939x.2024.2350964
Hamed Hosseini Zarrabi, Morteza Rezaei-Zadeh, Abasalt Khorasani
{"title":"Pedagogy-based solutions for making effective interactions in e-learning environments: reflections on Hirumi’s three levels of interaction","authors":"Hamed Hosseini Zarrabi, Morteza Rezaei-Zadeh, Abasalt Khorasani","doi":"10.1080/1475939x.2024.2350964","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2350964","url":null,"abstract":"While effective interaction is the most important element of any learning environment, its importance in e-learning has been often ignored. As a result, many e-learning environments suffer from lac...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning 通过反思性实践和以技术为媒介的协作学习，培养职前教师的自主学习能力
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-10 DOI: 10.1080/1475939x.2024.2362853
Hyunkyung Lee, Curtis J. Bonk
{"title":"Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning","authors":"Hyunkyung Lee, Curtis J. Bonk","doi":"10.1080/1475939x.2024.2362853","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2362853","url":null,"abstract":"This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach 教学主体在教师网络身份建构中的作用：一种解释性现象学方法
IF 4.9 3区 教育学
Technology Pedagogy and Education Pub Date : 2024-06-06 DOI: 10.1080/1475939x.2024.2361679
Mostafa Nazari, Haniye Seyri
{"title":"The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach","authors":"Mostafa Nazari, Haniye Seyri","doi":"10.1080/1475939x.2024.2361679","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2361679","url":null,"abstract":"Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","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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