Etr&d-Educational Technology Research and Development最新文献_第3页

Co-creating curriculum with students, teachers, and practitioners in a technology-enhanced environment 在技术增强的环境中与学生、教师和从业者共同创建课程

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-16 DOI: 10.1007/s11423-023-10301-5

Eric Tsui, Nikolina Dragicevic, Irene Fan, Meina Cheng

引用次数: 1

Exploring non-dominant youths’ engineering identity through productive struggle in a making summer program 在一个暑期项目中，通过富有成效的斗争探索非主导青年的工程身份

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-11 DOI: 10.1007/s11423-023-10299-w

Pi-Sui Hsu, Eric Monsu Lee, Thomas J. Smith

引用次数: 0

Situated technology infusion in a school district: how systems and structures mediate the process 位于学区的技术注入:系统和结构如何调解这一过程

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-11 DOI: 10.1007/s11423-023-10297-y

Maggie Quinn Hannan, Keith Konyk, Steven Hartnett, Todd Keruskin

引用次数: 0

Design-based implementation research: milestones and trade-offs in designing a collaborative representation tool for engineering classrooms 基于设计的实现研究:为工程教室设计协作表示工具的里程碑和权衡

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10288-z

Jiyoon Jung, Emma Mercier

引用次数: 0

Students’ perceptions of their learning outcomes in a flipped classroom environment 翻转课堂环境下学生对学习成果的认知

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10289-y

M. Carmen Ruiz-Jiménez, Rocío Martínez-Jiménez, Ana Licerán-Gutiérrez

引用次数: 0

Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction 教学理念在课程设计中的实现:教学理念如何塑造基于球形视频的虚拟现实支持的写作教学

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10295-0

Mengyuan Chen, Ching-sing Chai, Morris Siu-Yung Jong

{"title":"Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction","authors":"Mengyuan Chen, Ching-sing Chai, Morris Siu-Yung Jong","doi":"10.1007/s11423-023-10295-0","DOIUrl":"https://doi.org/10.1007/s11423-023-10295-0","url":null,"abstract":"Abstract The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding SVVR-supported writing instruction. Twenty-one secondary school teachers participated in this study and conducted one semester of SVVR-supported writing lessons. Data were collected through semi-structured interviews, and the interview transcriptions were analyzed using content analysis to explore the association between the teaching conceptions and TPACK. Teaching conceptions were classified into three orientations, namely skill, community, and identity, to reflect the teachers’ teaching focuses. TPACK was classified into three categories, namely Replacement, Amplification, and Transformation, to indicate the levels of integrating SVVR into the writing lessons. The results showed that teachers with students’ identity-focused conceptions shaped their TPACK at the Transformation level of SVVR integration. Teachers with community-focused conceptions developed students’ emotional connections with people and places through their TPACK for deeper writing. Teachers with skill-focused conceptions, on the other hand, shaped their TPACK at the Replacement level that replaced the existing teaching activities and resources with SVVR to teach students writing skills. The findings suggest that teachers may need to shift the conceptions of writing instruction toward identity orientation to develop transformative TPACK.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093910","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

Making in virtual reality environments: a case study of K-12 teachers’ perceptions on the educational affordances of virtual reality for maker-centered learning 虚拟现实环境中的制作:K-12教师对虚拟现实对创客中心学习的教育启示的看法的案例研究

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-08 DOI: 10.1007/s11423-023-10290-5

Matthew Caratachea, W. Monty Jones

引用次数: 0

Relational topologies in the learning activity spaces: operationalising a sociomaterial approach 学习活动空间中的关系拓扑:社会材料方法的操作化

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-06 DOI: 10.1007/s11423-023-10296-z

Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia

{"title":"Relational topologies in the learning activity spaces: operationalising a sociomaterial approach","authors":"Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia","doi":"10.1007/s11423-023-10296-z","DOIUrl":"https://doi.org/10.1007/s11423-023-10296-z","url":null,"abstract":"Abstract Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346016","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

Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers 发展数字导师，作为学生、助教和讲师之间的中介

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-04 DOI: 10.1007/s11423-023-10293-2

Sebastian Hobert, Florian Berens

{"title":"Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers","authors":"Sebastian Hobert, Florian Berens","doi":"10.1007/s11423-023-10293-2","DOIUrl":"https://doi.org/10.1007/s11423-023-10293-2","url":null,"abstract":"Abstract Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological advances, we transfer the concept of chatbots to formal educational settings to support not only a single task but a full lecture period. Grounded on an expert workshop and prior research, we design a natural language-based digital tutor acting as an intermediary among students, teaching assistants, and lecturers. The aim of the digital tutor is to support learners automated during the lecture period in natural language-based chat conversations. We implement a digital tutor in an iterative design process and evaluate it extensively in a large-scale field setting. The results demonstrate the applicability and beneficial support of introducing digital tutors as intermediaries in formal education. Our study proposes the concept of using digital tutors as intermediaries and documents the development and underlying principles.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591369","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

Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education 高等教育增强现实设计训练中学生情感体验与技术接受度的关系

3区教育学

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-04 DOI: 10.1007/s11423-023-10298-x

Sanghoon Park, Heoncheol Yun

引用次数: 0