Research on Education and Media最新文献_第10页

Instructional Practices for Addressing Computer Science Standards: Using Computer Kits in Preservice Teacher Education 满足计算机科学标准的教学实践：在保留教师教育中使用计算机工具包

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0004

Gamze Ozogul, Michael Karlin, Anne T. Ottenbreit-Leftwich, A. Ding, Yin-Chan Liao, Meize Guo

{"title":"Instructional Practices for Addressing Computer Science Standards: Using Computer Kits in Preservice Teacher Education","authors":"Gamze Ozogul, Michael Karlin, Anne T. Ottenbreit-Leftwich, A. Ding, Yin-Chan Liao, Meize Guo","doi":"10.2478/rem-2019-0004","DOIUrl":"https://doi.org/10.2478/rem-2019-0004","url":null,"abstract":"Abstract This article examines the instructional practices used to teach the computer science (CS) standard of computer devices and systems to undergraduate preservice teachers (PSTs). With computer science education (CSE) gaining an international focus, there is a need to explore a variety of instructional practices used to teach these topics. This descriptive, exploratory case study presents an examination of the instructional practices used in a CSE licensure course. In this study, the instructor utilised two commercially available computer kits to provide hands-on, learner-centred learning experiences for PSTs. PSTs perceived these kits to be valuable for learning about computing devices and systems topics and for teaching these topics in their future classrooms. Additionally, results showed that PSTs considered the usability, grade level and ability of the kits to build interest in CS when reflecting on their future use. Limitations to the instructional practices included a lack of transfer to subject areas outside of CS and a lack of focus on the integration between hardware and software.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"18 - 24"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46972368","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

How to create meaningful learning experiences in an online environment: components from coding student reflections 如何在网络环境中创造有意义的学习体验:编码学生反思的组成部分

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0008

Fatemeh Mardi

{"title":"How to create meaningful learning experiences in an online environment: components from coding student reflections","authors":"Fatemeh Mardi","doi":"10.2478/rem-2019-0008","DOIUrl":"https://doi.org/10.2478/rem-2019-0008","url":null,"abstract":"Abstract This paper examines the learning experiences using student reflections. Data collection was carried out by prompting undergraduate students to reflect on their worst and best experiences, accomplishments, and what they learned through online collaborative activities. The theoretical framework used to explore these experiences was the Community of Inquiry model, which claims the optimal learning experience is at the intersection of three presences (Garrison, Anderson, and Archer, 2000). How can we use these student perceptions of their experiences to create optimal learning experiences in an online environment? Specific teacher characteristics, sense of community, learner effort, sense of improvement and progress, student expectations of online classes, and the impact of feelings and emotion on other presences are some of the themes that surfaced through content qualitative analysis in this study. Students also responded to a validated survey (explicitly prompting the CoI presences) which revealed the impact of lack of student interest in course topics. These themes are valuable because they reveal significant components of students’ learning experiences which can be used to recreate optimal experiences in other settings. This paper builds on the theoretical framework by adding the student perspective and offering a codebook for qualitative content analysis of reflections.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"50 - 62"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42884114","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: 3

Use of a social network class: an alternative to engage learners 使用社交网络课程:吸引学习者的另一种选择

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0011

Danielle M. Bebey

引用次数: 0

Diacrises and mixed emotions in the relationship between music and art cinema: teacher learning and training through multimodal experiences 音乐与艺术电影关系中的矛盾与复杂:多模态经验下的教师学习与训练

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0003

G. Nuti

引用次数: 0

Unpacking the Potential of 360degree Video to Support Pre-Service Teacher Development 发掘360度视频支持职前教师发展的潜力

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0009

Nicoletta Balzaretti, A. Ciani, C. Cutting, L. O’Keeffe, B. White

引用次数: 9

Design and implementation of a new mobile video analysis laboratory at the University of Salerno 萨莱诺大学一个新的移动视频分析实验室的设计和实现

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0002

M. Todino, M. Sibilio

引用次数: 0

Preservice teacher disengagement with computer-based learning environments 保持教师脱离计算机学习环境

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0007

E. Poitras, Shan Li, L. Udy, Lingyun Huang, Susanne P. Lajoie

{"title":"Preservice teacher disengagement with computer-based learning environments","authors":"E. Poitras, Shan Li, L. Udy, Lingyun Huang, Susanne P. Lajoie","doi":"10.2478/rem-2019-0007","DOIUrl":"https://doi.org/10.2478/rem-2019-0007","url":null,"abstract":"Abstract Investigating disengagement is a continuing concern within computer-based learning environments. Drawing upon several strands of research into preservice teacher learning with network-based tutors, this paper outlines an object orientation to conceptualize a type of disengaged behaviour referred to as carelessness. We further differentiate this construct in terms of carelessness towards one’s own learning as opposed to other’s learning. In support of our claims, we review research into carelessness in the context of nBrowser, an intelligent web browser designed to support preservice teachers learn about the pedagogical affordances of novel technologies while designing lesson plans. The key aspects of this research can be listed as follows: (1) a knowledge engineering approach to implement a set of production rules within the learning environment to detect instances of carelessness and intervene; (2) a data-driven approach to infer learner behaviours in their absence due to carelessness; and (3) a model-driven approach to improve the functioning of the learning environment despite instances of carelessness. We discuss the limitations of these different approaches and draw implications for future research into preservice teacher disengagement with computer-based learning environments.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"42 - 49"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47557890","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: 1

Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe 媒介与跨文化教育教师专业发展。欧洲一些参与性研究的结果

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0015

M. Ranieri, Andrea Nardi, Francesco Fabbro

{"title":"Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe","authors":"M. Ranieri, Andrea Nardi, Francesco Fabbro","doi":"10.2478/rem-2019-0015","DOIUrl":"https://doi.org/10.2478/rem-2019-0015","url":null,"abstract":"Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"110 - 120"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46235842","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: 1

Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector 这样的努力值得吗?视频注释对在职教师培训的有用性和接受度的探索性研究

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0014

E. Boldrini, Alberto A. P. Cattaneo, Alessia Evi‐Colombo

{"title":"Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector","authors":"E. Boldrini, Alberto A. P. Cattaneo, Alessia Evi‐Colombo","doi":"10.2478/rem-2019-0014","DOIUrl":"https://doi.org/10.2478/rem-2019-0014","url":null,"abstract":"Abstract In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.","PeriodicalId":55657,"journal":{"name":"Research on Education and Media","volume":"11 1","pages":"100 - 108"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47806600","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: 1

Digital manipulation versus real one: learning and motivation in a case study on Storytelling 数字操作与真实操作:故事叙述案例研究中的学习和动机

Research on Education and Media Pub Date : 2019-06-01 DOI: 10.2478/rem-2019-0006

Assunta Tavernise, F. Bertacchini, Pietro S. Pantano, E. Bilotta

引用次数: 0