British Journal of Educational Technology最新文献

{"title":"Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance","authors":"Yun Yue, Jeannette Keser, Feng Li, Yishu Liu, Weijuan Yu","doi":"10.1111/bjet.13561","DOIUrl":"https://doi.org/10.1111/bjet.13561","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer-led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross-cultural distance education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences.</li>\u0000 \u0000 <li>Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross-cultural or transnational contexts like Internationalization at a Distance (IaD).</li>\u0000 \u0000 <li>Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"967-987"},"PeriodicalIF":6.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video-based online learning","authors":"Jinglei Yu, Shengquan Yu, Ling Chen","doi":"10.1111/bjet.13559","DOIUrl":"https://doi.org/10.1111/bjet.13559","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Video-based teacher online learning enables teachers to engage in reflective practice by watching others' classroom videos, providing peer feedback (PF) and reviewing others' work. However, the quality and reliability of PF often suffer due to variations in teaching proficiency among providers, which limits its usefulness for reviewers. To improve the quality of PF, hybrid intelligence is a promising approach that enhances human evaluation with AI-based techniques. Thus, we developed a hybrid intelligence feedback (HIF) system, where PF is categorized and summarized by large language models (LLM), and accompanied with AI multimodal data analysis, all in accordance with a knowledge structure. To investigate the effectiveness of the HIF, we conducted a study involving 58 pre-service mathematics teachers. After their initial feedback provision on a classroom video, they were divided into two groups. One group received HIF, while the other received traditional PF. Both groups revised their initial feedback based on the same video with PF or HIF report, and were assigned two tasks, namely in-depth reflection and extensive reflection. We analysed the reflective writings generated in in-depth reflection using the Structure of Observed Learning Outcomes taxonomy, and examined the diversity of teachers' attentions in extensive reflection using information entropy. Compared to traditional PF, our findings indicated that HIF (a) facilitated more comments added in feedback revision, (b) promoted multi-structural and extended abstract level thinking in in-depth reflection, (c) encouraged more diverse attentions in extensive reflection. These results demonstrate the effectiveness of HIF in enhancing PF to promote reviewers' reflection. This efficacy can be attributed to the utilization of LLM to identify common elements within PF, guided by the human knowledge-based framework, as well as the integration of data-driven evidence to complement PF.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Video-based teacher online learning allows teachers to reflect on their own or others' videos flexibly while providing and reviewing peer feedback using reflection tools.</li>\u0000 \u0000 <li>While the benefits of reflecting on one's own videos with peer feedback are widely recognized, there is limited empirical evidence supporting the advantages of reflecting on others' videos with peer feedback. The effectiveness of this process may be affected by the quality and reliability of the peer feedback provided.</li>\u0000 \u0000 <li>Using natural language processing techniques to enh","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"569-594"},"PeriodicalIF":6.7,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalization at a distance via virtual mobility in the Global South: Advances and challenges","authors":"Simon Ngalomba, Faith Mkwananzi, Patience Mukwambo","doi":"10.1111/bjet.13557","DOIUrl":"https://doi.org/10.1111/bjet.13557","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Internationalization of higher education (HE) has increasingly been a subject of interest among scholars, due to developments in the field, such as increased student and staff mobility, inter-university research and teaching partnerships, and rapid technological advancements. Internationalization efforts have mainly focused on the recruitment of international students and staff to universities in the Global North, the establishment of satellite campuses overseas and research collaborations. To compete on a more even footing, countries in the Global South have increasingly invested in their HE systems and actively promoted themselves as international destinations in this changing global landscape. In this paper, we discuss the strategies and limitations of internationalization at a distance (IaD) with a specific focus on Tanzania. As an emerging destination for international students, the country's expanding HE sector is positioning itself as a global and competitive international destination through diverse efforts such as virtual mobility. This paper draws on interviews with key staff from an open and distance-learning university in Tanzania to examine and theorize the challenges relating to the provision of online distance learning (ODL) to non-mobile international students. The theoretical lens is informed by the capabilities approach and ideas of conversion factors and agency. The paper looks beyond existing limitations and proposes the idea of a responsive agency that draws on international collaborations as a way of overcoming contextual challenges through pooling and sharing resources where they exist. In this way, institutions are not independent of their affiliation with others, they belong to a community. This broadens the practice of internationalization to fostering supportive collaboration aimed at improving access to quality international HE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Rising technology-supported activities have created new opportunities for universities internationalization.</li>\u0000 \u0000 <li>Education plays a key role in intercultural understanding.</li>\u0000 \u0000 <li>Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Bring together the concepts of capabilities and third sp","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"927-946"},"PeriodicalIF":6.7,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance","authors":"F. Melis Cin, Markus Roos Breines, Parvati Raghuram, Ashley Gunter","doi":"10.1111/bjet.13553","DOIUrl":"https://doi.org/10.1111/bjet.13553","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>International distance education focuses on distance education provided internationally.</li>\u0000 \u0000 <li>Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models.</li>\u0000 \u0000 <li>IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation.</li>\u0000 \u0000 <li>Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students.</li>\u0000 \u0000 <li>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"799-814"},"PeriodicalIF":6.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad","authors":"Daian Huang, Jenna Mittelmeier","doi":"10.1111/bjet.13549","DOIUrl":"https://doi.org/10.1111/bjet.13549","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co-existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is currently known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders.</li>\u0000 \u0000 <li>Existing research has focused on students' experiences in short-term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online.</li>\u0000 \u0000 <li>Universities are developing and providing more programmes for international students, both online and in-person.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.</li>\u0000 \u0000 <li>Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.</li>\u0000 \u0000 <li>Addressing the impo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"779-798"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice","authors":"Kyungmee Lee, Yiyi Mao","doi":"10.1111/bjet.13550","DOIUrl":"https://doi.org/10.1111/bjet.13550","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This qualitative case study examines the concept of ‘internationalisation at a distance (IaD)’ by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a unique context for internationalising HE at a distance. The number of international students joining foreign universities from their home countries through the medium of online learning has continued to grow. To better understand IaD from the vantage point of international students, not of universities or domestic students, the present authors listen to online international students, shedding light on the complex nature of being international students in such social and cultural contexts. Qualitative data were collected through in-depth interviews with 19 international students of Chinese ethnicity residing in China while studying and pursuing undergraduate and postgraduate degrees offered by universities in English-speaking countries. Our findings reveal that despite the institutional rhetoric which promotes diversity and inclusivity, especially during student recruitment and induction, online international students experience that their unique cultural perspectives and pedagogical knowledge are usually not accepted, accommodated and welcomed by their programmes, tutors and peers. Nevertheless, like their domestic counterparts, international students are proactive in navigating and shaping their online learning environments and relationships to effectively serve their own learning needs and interests. The outcomes challenge stereotypical narratives of international students prevailing in HE literature and create much more realistic discourses of the democratising potential of international online HE beyond the diversity rhetoric. The findings have been analysed using the theoretical framework of epistemic injustice, hoping to contribute to the IaD research and practices by challenging and reshaping the often uncritical and colonial perspectives on international online students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Internationalisation in higher education is typically categorised into internationalisation abroad (IA), internationalisation at home (IaH) and internationalisation at a distance (IaD). These concepts have been widely used and interpreted from the perspective of universities as the main actors in internationalisation efforts.</li>\u0000 \u0000 <li>IaD is defined as internationalisation that occurs within a technology-medi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"815-833"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives","authors":"Bart Rienties, Ruslan Ramanau","doi":"10.1111/bjet.13542","DOIUrl":"https://doi.org/10.1111/bjet.13542","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open University, whereby many are based in the UK. At the same time, hundreds of international students do not live in the UK and might be classified as IaD students. Whether or not there are any meaningful similarities or differences in lived experiences between these two groups of international students has thus far received limited empirical attention. Using a mixed-methods study of previously validated instruments, we explored the lived experiences of 266 students (72 IaD, 49 IA, 115 IaH, and 30 UK students living overseas), followed by eight interviews. Our quantitative analyses suggest limited empirical support for the IaD framework, while the qualitative lived experiences of students do provide some unique narratives of IaD students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Global rise of students studying abroad, with an increase in students studying abroad at a distance.</li>\u0000 \u0000 <li>Recent conceptualisations of IaD suggest substantial barriers for IaD students to participate in distance learning.</li>\u0000 \u0000 <li>Limited empirical research to date available in European context.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>In this mixed-method study, we looked at 266 students at the largest distance university in Europe and compared the lived experiences of academic and social adjustment between four groups (ie, living in the UK or not × born in the UK or born overseas).</li>\u0000 \u0000 <li>Our quantitative findings indicated that IaD students had similar lived experiences as other students when following distance learning.</li>\u0000 \u0000 <li>Our qualitative findings suggest some IaD students did experience adaption issues in particular.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Fostering a greater sense of community and belonging among geographically dispersed IaD students might help to","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"947-966"},"PeriodicalIF":6.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-powered vocabulary learning for lower primary school students","authors":"Yun Wen, Mingming Chiu, Xinyu Guo, Zhan Wang","doi":"10.1111/bjet.13537","DOIUrl":"https://doi.org/10.1111/bjet.13537","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>In this exploratory mixed-methods study, we introduce and test our AI-powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student-generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre- and post-tests, post-surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom-based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI-enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes.</li>\u0000 \u0000 <li>Students' perceived usefulness of a mobile learning system positively influences their learning engagement.</li>\u0000 \u0000 <li>Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study introduced and tested a self-designed AI-powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations).</li>\u0000 \u0000 <li>Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement.</li>\u0000 \u0000 <li>Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"734-754"},"PeriodicalIF":6.7,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes","authors":"Jeffrey P. Carpenter, Hege Emma Rimmereide, Keith Turvey","doi":"10.1111/bjet.13538","DOIUrl":"https://doi.org/10.1111/bjet.13538","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (<i>N =</i> 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K-12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Many K-12 teachers use X/Twitter and other social media platforms for professional learning purposes.</li>\u0000 \u0000 <li>Teachers can use X/Twitter for various purposes and in multiple ways.</li>\u0000 \u0000 <li>Contextual factors influence teachers' use of X/Twitter.</li>\u0000 \u0000 <li>Social media platform use varies to some extent across cultures and nations.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Identification of similarities and differences in X/Twitter use among teachers.</li>\u0000 \u0000 <li>International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America.</li>\u0000 \u0000 <li>Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter.</li>\u0000 </ul>\u0000 <p>Implications fo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1593-1611"},"PeriodicalIF":6.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Computational transformations of early childhood education: Pathways toward child-centred computing in two educational change projects","authors":"Robin Samuelsson","doi":"10.1111/bjet.13536","DOIUrl":"https://doi.org/10.1111/bjet.13536","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills-based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven-month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child-centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child-centred pedagogies through local adaptations and age-appropriate designs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Computer science and programming are becoming part of early education worldwide.</li>\u0000 \u0000 <li>Less is known about how to implement computing with ever-younger age groups, especially for those under three.</li>\u0000 \u0000 <li>That technological change can be a strenuous change process building on societal, historical and educational tensions, requiring individual learning and organisational change.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Two cases of change designing computing education for 1–2- and 3–5-year-olds.</li>\u0000 \u0000 <li>Design processes raising critical questions about current standard childhood programming materials being resolved to enable a child-centred computing education.</li>\u0000 \u0000 <li>Challenges and potentials specific to early childhood in adopting computer science education.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Computing education challenge","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1573-1592"},"PeriodicalIF":6.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}