TechTrends最新文献_第6页

How Students and Principals Understand ClassDojo: Emerging Insights. 学生和校长如何理解ClassDojo:新兴见解。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-07-29 DOI: 10.1007/s11528-021-00640-6

Daniela Kruel DiGiacomo, Spencer Greenhalgh, Sarah Barriage

{"title":"How Students and Principals Understand ClassDojo: Emerging Insights.","authors":"Daniela Kruel DiGiacomo, Spencer Greenhalgh, Sarah Barriage","doi":"10.1007/s11528-021-00640-6","DOIUrl":"https://doi.org/10.1007/s11528-021-00640-6","url":null,"abstract":"ClassDojo is a classroom communication and behavior management app intended to \"bring every family into [the] classroom\" (www.classdojo.com). The features of the platform include a points system to facilitate classroom management, instant teacher-parent communication (on the individual or class level), and student portfolios (among others). While ClassDojo claims to be used in over 95% of schools in the United States, there is little known about how students or principals interact with and understand the platform's features and data. Drawing upon a mixed-methods study in a small state in the Southeastern United States, this article offers empirically driven insight into how students and principals perceive new digital education apps like ClassDojo. In particular, this analysis speaks to stakeholder attitudes toward the use of the app with regard to if and how it is mediating student-teacher and student-parent relationships. In so doing, this article offers early insights from a state-specific case into how the use of and experience of ClassDojo is situated within the broader educational experiences of students.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 2","pages":"172-184"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8320715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39273311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Novice Instructional Designers' Attitudes towards the Best Possible Self Activity and the Correlation with Personality and Subjective Well-Being. 新手教学设计师对最佳自我活动的态度及其与人格和主观幸福感的关系。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-09-06 DOI: 10.1007/s11528-021-00653-1

Suzhen Duan, Sunnie Watson, Timothy Newby

{"title":"Novice Instructional Designers' Attitudes towards the Best Possible Self Activity and the Correlation with Personality and Subjective Well-Being.","authors":"Suzhen Duan, Sunnie Watson, Timothy Newby","doi":"10.1007/s11528-021-00653-1","DOIUrl":"https://doi.org/10.1007/s11528-021-00653-1","url":null,"abstract":"The effectiveness of positive psychology interventions relies heavily on participants' buy-in and personality traits. The Best Possible Self (BPS) intervention asks participants to envision their ideal future, supposing that everything goes smoothly. The BPS shows salient effects in improving subjective well-being in laboratory settings. In this study, the BPS was integrated into a real-world graduate-level online course as a series of assignments. A convergent mixed method was used to explore the participants' attitudes towards the BPS and the relationship between their personality and subjective well-being. A total of 86 students registered in both the summer and spring semesters of 2020 participated in this study. Pearson correlation results show significant correlations among attitudes, subjective well-being and gains and openness to experience. The results from open-ended questions confirmed participants' positive attitudes towards the BPS. This study contributes to the practical application of BPS in real-world, online, higher education courses.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 2","pages":"240-253"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8421062/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39411390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course. 学习飞行:在没有必要的教育技术课程的情况下，为教育工作者准备计划开发和设计一个微型证书系统。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-10-14 DOI: 10.1007/s11528-021-00673-x

Jon M Clausen

{"title":"Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course.","authors":"Jon M Clausen","doi":"10.1007/s11528-021-00673-x","DOIUrl":"https://doi.org/10.1007/s11528-021-00673-x","url":null,"abstract":"Technology integration within instructional practices is an essential element in the preparation of teachers. However, expectations that a single course or hopes that technology infusion will spontaneously occur are not enough to prepare teacher candidates to integrate technology in meaningful ways. In the absence of a required educational technology course for all initial licensure candidates, an educator preparation program in the Midwest sought creative solutions to meet accreditation and clinical placement expectations regarding candidate preparation to integrate technology. This report from the field discusses the iterative process to develop a comprehensive micro-credentialing system aligned with the ISTE standards for educators. The micro-credentials provide candidates opportunities to apply and model technology use within courses and throughout their program. Feedback from stakeholders indicated both possibilities and potential challenges in the adoption of the system. This feedback has led to further development of the micro-credentialing system.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 2","pages":"276-286"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8514802/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39529733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Investigating Students' Perceptions of Screencasting Style of Video Feedback in Online Courses. 调查学生对在线课程中视频反馈的录影方式的看法。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-09-21 DOI: 10.1007/s11528-021-00665-x

Patrick R Lowenthal, Holly S Fiock, Dana L Shreaves, Eric S Belt

引用次数: 3

Online Learning Satisfaction and Internet Addiction During Covid-19 Pandemic: A Two-Wave Longitudinal Study. Covid-19大流行期间的在线学习满意度和网络成瘾:一项两波纵向研究

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-26 DOI: 10.1007/s11528-022-00697-x

Metin Besalti, Seydi Ahmet Satici

{"title":"Online Learning Satisfaction and Internet Addiction During Covid-19 Pandemic: A Two-Wave Longitudinal Study.","authors":"Metin Besalti, Seydi Ahmet Satici","doi":"10.1007/s11528-022-00697-x","DOIUrl":"https://doi.org/10.1007/s11528-022-00697-x","url":null,"abstract":"Stay-at-home orders and quarantines have not only shifted traditional face-to-face learning to online learning, but have also led to greatly increased consumption of digital devices during the coronavirus (COVID-19) pandemic. Thus, many students who were new to online learning were forced into a new environment. The purpose of this two-wave longitudinal study is to investigate the effects of internet addiction on online students' learning satisfaction during the COVID-19 pandemic. A total of two hundred and forty-nine undergraduate-level students from 51 of the 81 cities in Turkey completed an online questionnaire. The data used cross-lagged structural equation modeling. The results indicated that internet addiction at Time 1 decreased online students' learning satisfaction at Time 2. The results also revealed that online students' learning satisfaction (Time 1) did not affect internet addiction (Time 2). It is concluded that internet-addicted students had lower learning satisfaction in online learning environments. Thus, it is essential for institutions to provide effective online instruction, psychological coping tools, and social and behavioral support, which may help reduce internet addiction and minimize its negative impacts on online learning environments during the pandemic.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 5","pages":"876-882"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8789366/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39873586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Introduction to the September 2022 Issue. 2022年9月号简介。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-09-01 DOI: 10.1007/s11528-022-00768-z

Charles B Hodges

引用次数: 0

The Rise and Fall of the HyFlex Approach in Mexico. 墨西哥HyFlex方法的兴衰。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-09-14 DOI: 10.1007/s11528-022-00780-3

Brenda Cecilia Padilla Rodriguez

引用次数: 3

Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context. 自我民族志研究:探索跨文化背景下远程教学设计实践。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2021-11-16 DOI: 10.1007/s11528-021-00683-9

Xinyue Ren

{"title":"Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context.","authors":"Xinyue Ren","doi":"10.1007/s11528-021-00683-9","DOIUrl":"https://doi.org/10.1007/s11528-021-00683-9","url":null,"abstract":"The purpose of this autoethnography is to share my perspective of course design and delivery considerations based on my professional experience as an instructional designer for a virtual international exchange program during the COVID-19 pandemic. Due to the impact of the global pandemic, the partner institutions decided to take advantage of distance education to continue their exchange program. I was the instructional designer to support faculty's transition to online instruction. Little research has been conducted to explore instructional design practices for distance teaching and learning in an intercultural context. Therefore, I applied an individual autoethnography to collect and analyze data from my narratives and artifacts to understand my perspective of instructional design and delivery practices within a cross-cultural distance learning environment. The findings showed course design in transnational distance contexts was more complicated than in distance education in a single cultural context. My role as an instructional designer was influenced by factors at both micro and macro levels.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 1","pages":"47-55"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8593855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39645867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram. Instagram for Justice: Instagram文化相关专业学习的潜力与陷阱

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-07-07 DOI: 10.1007/s11528-022-00758-1

Catharyn C Shelton, Rachelle Curcio, Jeffrey P Carpenter, Stephanie E Schroeder

{"title":"Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram.","authors":"Catharyn C Shelton, Rachelle Curcio, Jeffrey P Carpenter, Stephanie E Schroeder","doi":"10.1007/s11528-022-00758-1","DOIUrl":"https://doi.org/10.1007/s11528-022-00758-1","url":null,"abstract":"Social media offers potential for educator professional learning, but platforms' for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers' content is limited by platforms' opaque algorithms and for-profit business models, which govern what influencers post and what followers see.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":" ","pages":"837-854"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9261174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40513180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Special Education Teachers' Use of Technologies During the COVID-19 Era (Spring 2020-Fall 2021). 2019冠状病毒病时期特殊教育教师对技术的使用(2020年春季- 2021年秋季)。

IF 2.5

TechTrends Pub Date : 2022-01-01 Epub Date: 2022-01-26 DOI: 10.1007/s11528-022-00700-5

Mary F Rice

{"title":"Special Education Teachers' Use of Technologies During the COVID-19 Era (Spring 2020-Fall 2021).","authors":"Mary F Rice","doi":"10.1007/s11528-022-00700-5","DOIUrl":"https://doi.org/10.1007/s11528-022-00700-5","url":null,"abstract":"When school buildings closed in Spring 2020 due to the COVID-19 pandemic, many teachers began instructing with online technologies. Schools in the United States remained obligated to provide all students access to learning under federal laws in these challenging circumstances. The purpose of this study was to learn from teachers of students with disabilities who were striving to ensure that their students would benefit from instruction using various technologies amid shifting instructional modalities. These teachers taught kindergarten, grade 3, grade, 6, and grade 10. The time periods of the study included the (1) Spring 2020 initial shutdown, (2) return to online learning in Fall 2020, (3) partial return to school buildings using a form of hybrid instruction in Spring 2021, and (4) so-called 'return to normal' in Fall 2021. Teachers focused their efforts on facilitating the inclusive use of technologies; evaluating and modifying digital instructional materials; and managing the tension between wanting the autonomy to choose technologies, while needing organized, sustained support. Implications of this study include considerations for the supporting teachers in sustaining the use of technologies that they enjoyed using and found useful for students.","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"66 2","pages":"310-326"},"PeriodicalIF":2.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8789544/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39873587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11