On the Horizon最新文献

{"title":"Quality of teaching & learning in higher education: a bibliometric review & future research agenda","authors":"Priya Chaudhary, Reetesh K. Singh","doi":"10.1108/oth-06-2023-0025","DOIUrl":"https://doi.org/10.1108/oth-06-2023-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to visualize and map the emerging themes in the field of quality of teaching and learning in higher education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study uses a bibliometric approach to review studies published between 2000 and 2021. The leading trends in authorship, publications and countries were analyzed using the Web of Science database.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The analysis reveals four distinct clusters: quality, teaching and learning, supportive environment and learning outcomes. The literature in the field is lop-sided, and many issues still need to be addressed.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>While bibliometric analysis has achieved significant recognition among academicians, this study was restricted to the data set provided by Web of Science. In addition, the analysis covers a specific time frame and may not capture recent developments in the field. Future research should address these limitations and consider expanding the sample size and incorporating more diverse methodologies.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings have implications for practitioners, policymakers and researchers. Practitioners can benefit from the identified core authors’ work and access evidence-based practices to enhance the quality of teaching and learning in their institutions. Policymakers can use the research findings to inform policymaking processes and develop robust quality assurance frameworks. Researchers can build upon the identified clusters and core authors’ work to address research gaps and advance knowledge in the field.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the existing literature by providing a comprehensive bibliometric review of the quality of teaching and learning in higher education. Identifying clusters and core authors offers a systematic overview of the significant themes and influential figures within the field. This research provides a foundation for further exploration and understanding of quality in higher education.</p><!--/ Abstract__block -->","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"51 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189925","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}

{"title":"Student voice and participatory self-governance at a German democratic free school: a content analysis","authors":"Kristan Accles Morrison","doi":"10.1108/oth-12-2023-0041","DOIUrl":"https://doi.org/10.1108/oth-12-2023-0041","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to illustrate, by means of a content analysis of 278 weekly School Meeting minutes, the ways in which student voice is actualized in one democratic free school in Germany.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper uses a qualitative content analysis methodology of 278 weekly School Meetings minutes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This paper uses Fielding’s (2012) patterns of partnership typology to illustrate what counts as student voice and participation in a democratic free school.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Limitations included being reliant on translations of German texts, some missing minutes from the entire set, the lack of a single author for the minutes (and thus degree of detail differs) and the fact that the School Meeting minutes make reference to other meetings for various sub-committees for which no minutes exist, and thus, findings on the degree of student voice may be limited. And because this is a study of one school, generalizability may be difficult. Future research into these sub-committee meetings would prove helpful as well as content analyses of other democratic free schools’ meeting minutes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study can help people more deeply understand what goes on in democratic free schools and what student voice and participation can mean within this context.</p><!--/ Abstract__block -->","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"88 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140578190","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}

{"title":"Restorative practices, consequences, and international schools","authors":"Alistair Goold","doi":"10.1108/oth-12-2023-0039","DOIUrl":"https://doi.org/10.1108/oth-12-2023-0039","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a “soft option”, the study defines “restorative consequences” within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP’s perceived lack of accountability. It defines “restorative consequences” within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the “with” approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international school","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"28 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197637","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}

{"title":"Self Managed Learning: a hybrid of Progressive and Democratic Education","authors":"Eugene Matusov","doi":"10.1108/oth-08-2023-0029","DOIUrl":"https://doi.org/10.1108/oth-08-2023-0029","url":null,"abstract":"Purpose The book has generated a passionate dialogue-disagreement (mostly but not entirely) with the book. Dialogue-disagreement is based on challenges, disagreements and rebuttals between opponents, often belonging to different, even irreconcilable, paradigms. The goal of dialogue-disagreement is not so much to convince the opponent to change their mind but rather to critically examine and problematize the two involved paradigms: the authors’ and the reviewer’s. By taking the generated challenges and disagreements seriously, both irreconcilable paradigms can grow through their replies. Dialogue-disagreement gives the participants–opponents the gift of revealing their own paradigmatic blind spots, which are often invisible from within their paradigms. Dialogue-disagreement is exploratory and based on an agnostic relationship between frenemies, i.e. “friendly enemies.” Design/methodology/approach This is a critical book review essay of Self Managed Learning and the New Educational Paradigm (Cunningham, 2021). Findings The reviewer views Ian Cunningham’s Self Managed Learning educational paradigm as a hybrid of Progressive and Democratic Education, while the reviewer sees his/her Self-Education paradigm as entirely Democratic (and Dialogic). Elsewhere, the reviewer discussed and critically analyzed the Progressive Education paradigm, which generally involves channeling the student’s learning activism and subjectivity toward learning outcomes desired by an educator. It uses the educator’s manipulation of the student’s subjectivity to make them study what the educator wants them to study. In contrast, the paradigm of Democratic Education assumes that the educatee is the final authority of their own education. The educatee decides whether to study, when to study, what to study, how to study, with whom to study, where to study, for what purpose to study and so on. The educatee makes these decisions by themselves or with the help of other people at the educatee’s discretion and conditions. The reviewer charges that Ian’s Self Managed Learning paradigm is a hybrid of both paradigms, with the Progressive Education paradigm taking the lead and exploiting the Democratic Education paradigm. Originality/value The book presented a unique, innovative practice worth a critical analysis. The reviewer’s dialogue-disagreement with the book reveals a particular hybrid of Progressive and Democratic Education which is common to some innovative self-directed learning.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011901","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}

{"title":"Wearing leadership bi-focals in the post-pandemic university","authors":"Devorah Lieberman","doi":"10.1108/oth-08-2022-0048","DOIUrl":"https://doi.org/10.1108/oth-08-2022-0048","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to provide insight for higher education leaders about how to navigate the immediate needs and long-term needs of an institution. COVID-19 disrupted higher education in unprecedented ways, but the post-pandemic world is proving to be just as challenging – if not more so. Presidents and higher education leaders must be nimble, prepared and multi-skilled to address immediate challenges while making the tough strategic decisions to ensure that colleges and universities remain viable and sustainable for generations to come.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This discussion focuses on the dual vision and the leadership skills that are essential in addressing both the short-term and long-term threats to colleges and universities resulting from the COVID pandemic (wearing leadership bi-focals). It analyzes the post-pandemic trends that are adversely impacting the future of higher education and details how the President is guiding her team at the University of La Verne through this generational crisis – a process she describes as wearing leadership bifocals.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>What began as a sudden global health crisis has shaken institutions of higher education to their core, challenging some of the very foundations upon which they were built. By adopting a bifocal strategy, the University of La Verne can more clearly assess the challenges it faces in the post-pandemic world and the new opportunities around the corner. While this approach ultimately is a team effort, effective implementation requires leadership from the top. The entire campus community is depending on the President to inspire and lead.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Much has been written about leadership during these troubling times in higher education. This paper is intended hoped to offer a best-practices approach for college and university Presidents in engaging their campus communities in addressing the short- and long-term challenges facing them.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The author’s lengthy experience as a University president and Provost – along with a focus on communication skills – provides a unique framework for addressing the complex challenges confronting higher education.</p><!--/ Abstract__block -->","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519399","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}

{"title":"Reimagining career education with the future senses","authors":"Marguerite Westacott","doi":"10.1108/oth-02-2022-0008","DOIUrl":"https://doi.org/10.1108/oth-02-2022-0008","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Career education and employability have become Australian university curriculum and pedagogy priorities to meet the changing world of work and federal government parameters linking higher education funding to graduate employment outcomes. This conceptual paper aims to present the hypothesis that emphasis on integrating career education in the curriculum can provide an opportunity to embed future-thinking concepts by reframing future-focussed career education practice to futures focussed. It proposes that using a Futures Senses lens to expand current career pedagogy liberates career education from individualised cognitive decision-making and self-analysis; to include the affective, collective imagining, ancestral voices and innate gifts.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A suite of five career education pedagogical tools that have been embedded by the author in the curriculum of an enabling education course in a regional Australian university; are described, analysed and reconceptualised using the Futures Senses. A Causal Layered Analysis provides a layered comparison of future-focussed and futures focussed career education.</p><!--/ Abstract__block -->\u0000<h3>Discussion</h3>\u0000<p>The discussion reflects on current pedagogical practice by the author and indicates pragmatic implications for applying a future-focussed approach to career education practice. Implementation of these reimagined activities provides an opportunity for future qualitative research.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Opportunity exists to leverage rising institutional demands and political agendas of integrating career education in the tertiary curriculum, as a means of embedding futures concepts, thinking and pedagogy. The reimagined activities are a pragmatic offering that can be used by educators to initiate and nurture futures thinking.</p><!--/ Abstract__block -->","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"541 ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519373","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}

{"title":"Social media usage and academic performance from a cognitive loading perspective","authors":"I. Hameed, M. Haq, Najmonnisa Khan, Bibi Zainab","doi":"10.1108/oth-04-2021-0054","DOIUrl":"https://doi.org/10.1108/oth-04-2021-0054","url":null,"abstract":"\u0000Purpose\u0000Social media has shown a substantial influence on the daily lives of students, mainly due to the overuse of smartphones. Students use social media both for academic and non-academic purposes. Due to an increase in the usage of social media, academicians are now confronting pedagogical issues, and the question arises as to whether the use of social media affects students’ performance or not. Considering this, this study aims to examine the role of social media usage on students’ academic performance in the light of cognitive load theory.\u0000\u0000\u0000Design/methodology/approach\u0000Using a quantitative research approach, 220 valid responses were received through an e-survey administered to university students. The proposed claims were tested through structural equation modeling using AMOS version 24.\u0000\u0000\u0000Findings\u0000Findings revealed that social media usage for non-academic purposes harmed students’ academic performance. Additionally, social media usage for academic purposes and social media multitasking did not affect students’ academic performance. Most importantly, social media self-control failure moderates the relationship between “social media usage for non-academic purposes” and students’ academic performance.\u0000\u0000\u0000Practical implications\u0000The findings of the study can be used by the academic policymakers of institutions and regulatory bodies.\u0000\u0000\u0000Originality/value\u0000The study suggests that teachers not only rely on using social media as a learning tool but also concentrate on improving student self-control over the use of social media through various traditional and non-traditional activities, such as online readings, group discussions, roleplays and classroom presentations.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"2014 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87749658","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}

{"title":"“I find this really entertaining” – first look of the relationship between vocational school students and various media","authors":"Niina Meriläinen","doi":"10.1108/oth-06-2021-0069","DOIUrl":"https://doi.org/10.1108/oth-06-2021-0069","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to study how young vocational school students in Finland frame themselves and their participation in society and whether they are seen in various media. The explorative research, with n = 213 vocational school and prepatory VALMA students as co-researchers, tells us that young vocational school students use value framing to create understandings of themselves as participants in society and in media. The purpose is this to present the breadth of their thinking and to draw conclusions from the empirical data produced solely by the co-researchers.\u0000\u0000\u0000Design/methodology/approach\u0000Explorative multidisciplinary research was done as co-research with n = 213 vocational school students in Finland. Research includes theoretical background and focuses on empirical qualitative data to further illustrate the explorative nature and results of the study.\u0000\u0000\u0000Findings\u0000The findings of the explorative co-research tell us that young vocational school students use value framing to create understandings of themselves as participants in society and in media. Co-researchers view themselves as missing in traditional media but find freedom on social media. Content from various media is viewed as reliable and trustworthy but also as problematic propaganda based on personal value framing. The relationship with traditional print media is strained because young people feel that media has othered them and continues to frame them negatively. While they look for that entertaining content across the media spectrum, bullying is an ever-present concern.\u0000\u0000\u0000Research limitations/implications\u0000This study focused only on vocational school students in Finland. A broader sample of young people, or of minorities, could produce profound results on media literacy, relationships and power relations in the society. Also, framings of the various international media would provide content for analysis. More profound analysis of the data shall be done in the next phase of the research.\u0000\u0000\u0000Practical implications\u0000Study time was limited. More in-depth study will follow. Implications to future research, media consumption and framing should be done with a larger group of researchers and youth.\u0000\u0000\u0000Social implications\u0000Social implications towards framing of youth in various media and the transfer of these framing as knowledge in larger society. This includes notions of power of various actors in media and in society at large.\u0000\u0000\u0000Originality/value\u0000Multidisciplinary explorative co-research on the topic is largely missing from academia. Additionally, the voices of those in the fringes of society is muted, whilst also those youth studying the vocational schools.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"103 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88954451","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}

{"title":"Queer futuring: an approach to critical futuring strategies for adult learners","authors":"M. J. Fleener, Chrystal Coble","doi":"10.1108/oth-03-2021-0049","DOIUrl":"https://doi.org/10.1108/oth-03-2021-0049","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to develop queer futuring strategies that take into consideration adult learners’ needs in support of transformational and sustainable change for social justice and equity.\u0000\u0000\u0000Design/methodology/approach\u0000This paper develops the construct of queer futuring, which engages queer theory perspectives in a critical futures framework. Adult learning theory informs queer futuring strategies to support adults and inform education to sustain transformational changes for social justice and equity.\u0000\u0000\u0000Findings\u0000With social justice in mind, queer futuring opens spaces and supports opportunities for adults to engage in learning activities that address historical and layered forms of oppression. Building on learning needs of adults to create meaning and make a difference in the world around them, queer futuring strategies provide tools for activism, advocacy and building new relationships and ways of being-with.\u0000\u0000\u0000Research limitations/implications\u0000The sustainability of our current system of growth and financial well-being has already been called into question, and the current pandemic provides tangible evidence of values for contribution, connection and concern for others, even in the midst of political strife and conspiracy theories. These shifting values and values conflict of society point to the questions of equity and narrative inclusivity, challenging and disrupting dominant paradigms and structures that have perpetuated power and authority “over” rather than social participation “with” and harmony. Queer futuring is just the beginning of a bigger conversation about transforming society.\u0000\u0000\u0000Practical implications\u0000Queering spaces from the perspective of queer futuring keeps the adult learner and queering processes in mind with an emphasis on affiliation and belonging, identity and resistance and politics and change.\u0000\u0000\u0000Social implications\u0000The authors suggest queer futuring makes room for opening spaces of creativity and insight as traditional and reified rationality is problematized, further supporting development of emergentist relationships with the future as spaces of possibility and innovation.\u0000\u0000\u0000Originality/value\u0000Queer futuring connects ethical and pragmatic approaches to futuring for creating the kinds of futures needed to decolonize, delegitimize and disrupt hegemonic and categorical thinking and social structures. It builds on queer theory’s critical perspective, engaging critical futures strategies with adult learners at the forefront.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"5 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74231977","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}

{"title":"Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico","authors":"F. Arredondo-Trapero, José Carlos Vázquez-Parra, Martín De Jesús González-Martínez","doi":"10.1108/oth-03-2021-0047","DOIUrl":"https://doi.org/10.1108/oth-03-2021-0047","url":null,"abstract":"\u0000Purpose\u0000The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico.\u0000\u0000\u0000Design/methodology/approach\u0000This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues.\u0000\u0000\u0000Findings\u0000Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society\u0000\u0000\u0000Research limitations/implications\u0000This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts.\u0000\u0000\u0000Practical implications\u0000This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students.\u0000\u0000\u0000Originality/value\u0000Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"175 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79770696","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}