International Journal of Academic Studies in Technology and Education最新文献

Clarifying the Mediation Role of Social Media Addiction in the Association between COVID-19 Risk Perception and Mental Well-Being among General Population in Türkiye 阐明社交媒体成瘾在土耳其普通人群 COVID-19 风险认知与心理健康之间的关联中的中介作用

International Journal of Academic Studies in Technology and Education Pub Date : 2024-05-20 DOI: 10.55549/ijaste.18

Neslihan Çıkrıkçı, Özkan Çıkrıkçı

引用次数: 0

Brushstrokes of Thoughts and Perceptions in Science Learning 科学学习中的笔触与感悟

International Journal of Academic Studies in Technology and Education Pub Date : 2024-05-20 DOI: 10.55549/ijaste.33

Christopher Dignam

{"title":"Brushstrokes of Thoughts and Perceptions in Science Learning","authors":"Christopher Dignam","doi":"10.55549/ijaste.33","DOIUrl":"https://doi.org/10.55549/ijaste.33","url":null,"abstract":"According to J. Epstein’s (2022) Theory of Overlapping Spheres of Influence, three influential spheres are symbiotic and overlap: school, family, and community. Social networks and social capital are rendered through the implementation of cooperative, interactive partnerships among families, educators, and communities when they are centered on children's growth and development. Additionally, L. S. Vygotsky’s (1978) Theory of Cognitive Development asserts social interaction between learners is central to learners developing understanding, as concepts are first formed on the social level followed by the individual level. This qualitative research study examined the thoughts, perceptions, and acuities of students, parents, and teachers as they partnered during high school science inquiry investigations and their perceptions regarding social interactions and cognition. This qualitative phenomenological study examined the development of social skills in students and influencing factors in motivating students to take ownership of the learning. This study also examined the assimilation and accommodation of cognition in study participants’ perspectives as they engaged in scientific, experiential learning with implications for Science, Technology, Engineering, Art, and Mathematics (STEAM) teaching and learning.","PeriodicalId":502504,"journal":{"name":"International Journal of Academic Studies in Technology and Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121362","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}

引用次数: 0

Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools 利益相关者对坦桑尼亚中学采用混合式学习方法的看法

International Journal of Academic Studies in Technology and Education Pub Date : 2024-05-20 DOI: 10.55549/ijaste.31

Haruni J. Machumu, Tusekilege Mwamkinga, Abdallah Jacob Seni

{"title":"Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools","authors":"Haruni J. Machumu, Tusekilege Mwamkinga, Abdallah Jacob Seni","doi":"10.55549/ijaste.31","DOIUrl":"https://doi.org/10.55549/ijaste.31","url":null,"abstract":"Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students’ learning. This study investigated stakeholders’ perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders’ perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students’ learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.","PeriodicalId":502504,"journal":{"name":"International Journal of Academic Studies in Technology and Education","volume":"25 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122369","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}

引用次数: 0

Examining the School Context Predictors of Self-Determination: The Influence of Teachers’ Beliefs and the Perceived Opportunities 研究自我决定的学校环境预测因素：教师的信念和认知机会的影响

International Journal of Academic Studies in Technology and Education Pub Date : 2024-05-20 DOI: 10.55549/ijaste.44

Mihaela Cristea

{"title":"Examining the School Context Predictors of Self-Determination: The Influence of Teachers’ Beliefs and the Perceived Opportunities","authors":"Mihaela Cristea","doi":"10.55549/ijaste.44","DOIUrl":"https://doi.org/10.55549/ijaste.44","url":null,"abstract":"Background: In the literature, ecological factors of the school context and educational environment are considered opportunities for triggering self-determining behaviors. In the causal relationship between opportunities and the initiating of self-determining actions and attitudes, a key role is played by teachers' beliefs about their role in teaching self-determining behaviors and skills and how they perceive the learning and expression of students with disabilities' self-determination. Methods: The purpose of the present study is to investigate the patterns of the relationships, in terms of direct, indirect effects, and total effects, among teachers' beliefs about their role in teaching self-determination to students with disabilities, teachers’ perceived opportunities in the school context and the family environment, and students' capacity for self-determination perceived by teachers. A preliminary adapted AIR Self-Determination Scale, educator form, and teachers' beliefs survey were administered to a number of 157 Romanian teachers qualified to work in the special education system, and who provide specialized educational support and therapeutic services to students with disabilities. Results: The two factors of teachers' beliefs showed direct effects on the opportunities and capacity for self-determination perceived by teachers. The opportunities for self-determination at school and home mediated the relationship between teachers' beliefs and the student’s capacity for self-determination perceived by teachers. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed. ","PeriodicalId":502504,"journal":{"name":"International Journal of Academic Studies in Technology and Education","volume":"86 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121189","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}

引用次数: 0

Examining the Relationship Between Teachers’ Patience Levels and Professional Resilience 研究教师的耐心水平与职业复原力之间的关系

International Journal of Academic Studies in Technology and Education Pub Date : 2024-05-20 DOI: 10.55549/ijaste.25

Özge Erduran Tekin, Semih Çayak

{"title":"Examining the Relationship Between Teachers’ Patience Levels and Professional Resilience","authors":"Özge Erduran Tekin, Semih Çayak","doi":"10.55549/ijaste.25","DOIUrl":"https://doi.org/10.55549/ijaste.25","url":null,"abstract":"The purpose of this research is to examine the relationship between teachers' patience levels and their professional resilience. In this research, which was designed in a relational survey model, the “Teacher Patience Scale” developed by Meriç and Erdem (2022) and the “Teacher Professional Resilience Scale” developed by Näswall, Malinen, Kuntz, and Hodliffe (2019) and adapted into Turkish by Limon (2022) were used as data collection tools. The sample of the research consists of 404 teachers working in public schools in the Kartal and Tuzla districts of Istanbul. According to the research findings, it was found that the teachers' patience levels and professional resilience levels were high. In addition, while the patience and professional resilience levels of teachers do not show a statistically significant difference according to the gender of the teachers, their educational status, and the number of teachers working in their schools, they show statistically significant differences according to their professional seniority and educational levels. These differences are in favor of teachers working in primary and secondary schools and teachers with lower seniority. According to another finding obtained from the research, there is a positive, high, and significant relationship between teachers' patience levels and their professional resilience levels. As a result of the regression analysis, it was seen that teacher patience was a significant predictor of professional resilience. Teacher patience explains 73% of professional resilience.","PeriodicalId":502504,"journal":{"name":"International Journal of Academic Studies in Technology and Education","volume":"31 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122459","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}

引用次数: 0