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Journal articles on the topic 'Classroom Development'
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YanJie, Wang, and Boon Keat Ooi. "Smart Classroom: The Evolution and Application in Teaching and Learning." International Journal of Social Science and Human Research 07, no. 08 (2024): 6271–84. https://doi.org/10.5281/zenodo.13709566.
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As a high end form of technology enriched classrooms, smart classrooms are the inevitable result of information technology and education development, as well as the supporting conditions for effectively promoting changes in teaching meth ods and enhancing t alent cultivation goals. Sorting out the evolution of the smart classroom, analyzing the educational impact brought by the smart classroom, and summarizing the lessons learned from the actual use of the smart classroom are crucial to constru cting a new gen eration of smart classroom teaching environments and realizing the talent cultivation goals of the new era. This paper details the background of the birth of the smart classroom and the stage characteristics of the iterative development, analys es the educ ational changes brought about by the smart classroom, and, on the basis of analyzing the realities of the situation, puts for ward suggestions for the use of the six aspects of the facilities, leadership, teachers, resources, management, and security, with a view to being able to better unleash the potential of the smart classroom in the application of educational teaching and learning, an d also to provide practical references for the new stage of the smart classroom's construction, management, and use.
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Purtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.
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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.
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Bauersfeld, Jasmin Lilian, Patricia Bourcevet, Heike Hahn, and Bernadette Gold. "Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support." Education Sciences 15, no. 6 (2025): 749. https://doi.org/10.3390/educsci15060749.
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Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. However, most instruments focused on one teaching quality dimension (e.g., on classroom management or instructional support) and used several classroom videos for each focus. Therefore, the present study gives preliminary insights into the standardized assessment of PV of multiple foci of teaching quality (i.e., classroom management and instructional support) using a single classroom video from an elementary math lesson. Participants were 221 math master’s student teachers, 83 math bachelor’s student teachers, 40 math pre-service teachers in the induction program, 19 elementary math teachers, and 19 math students. The results of confirmatory factor analyses displayed a good fit for a two-dimensional structure with the following factors: PV of classroom management and PV of instructional support. Furthermore, our findings showed that master’s student teachers and pre-service teachers differed from bachelor’s student teachers and math students in PV of classroom management, but not when compared to experienced teachers. In conclusion, the findings mark an important first step in developing an instrument that captures classrooms’ complexity by simultaneously measuring PV of multiple foci of teaching quality using the identical classroom video.
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Cross, David, and Rod Ellis. "Classroom Second Language Development." TESOL Quarterly 19, no. 4 (1985): 783. http://dx.doi.org/10.2307/3586676.
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Bose, Stacey. "Professional development for the science of reading." Phi Delta Kappan 104, no. 5 (2023): 38–43. http://dx.doi.org/10.1177/00317217231156228.
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Despite training in phonics and phonemic awareness during literacy methods courses, preservice teachers indicate having a limited understanding of how to apply these two critical components of reading in their own classrooms. As preservice teachers enter the classroom, they will need support from principals, literacy professionals, and colleagues to provide effective instruction in phonics and phonemic awareness. Stacey Bose proposes a three-tiered support system to provide a continuum of professional learning as preservice teachers transition from the university to the classroom.
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Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.
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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.
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Zhao, Qianqian, and Yan Li. "Analysis of the Deep Development Mechanism of College Education under the Field Theory." Scientific Programming 2022 (July 21, 2022): 1–9. http://dx.doi.org/10.1155/2022/1351109.
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Nowadays, the development of online college education is in full swing, and various online college education platforms have also sprung up. The development of technology has made these online platforms more and more powerful, escorting the continuous development of online education. Colleges and universities, as the main front for the cultivation of high-quality talents in my country, have already introduced large-scale online courses into education and teaching, enriching the teaching content, and expanding the teaching form. In the face of new technical means and abundant online education resources, the teaching quality of online classrooms in colleges and universities is so low, which deserves our further reflection. For a long time, the effect of online classroom teaching in colleges and universities has been closely concerned by the academic community, but most of them start from external factors, ignoring the internal relationship of online classrooms. Clarifying the complex relationships in the online classroom field of colleges and universities and clarifying the rules of habitus and capital operation in the online classroom field of colleges and universities are the intrinsic motivation and important source to stimulate the vitality of the online classroom field of colleges and universities and improve the quality of teaching. By grasping the essence of classroom teaching and analyzing the inherent characteristics of the online classroom field, this research intends to clarify the proper state of the online classroom field, and to explore the reasons why the current online classroom field function has not been fully realized, so as to find the depth of college education.
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Gunes Uzun, Alev. "The development of mathematical argumentation: A case study on two mathematics classrooms." International Electronic Journal of Mathematics Education 19, no. 2 (2024): em0778. http://dx.doi.org/10.29333/iejme/14581.
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Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8<sup>th</sup> grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material–a worksheet including skill-based questions–is used in the classrooms. During analyzing, qualified argumentation pattern–a pattern including students’ claims and justifications/evaluations for those claims- is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms’ argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.
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DURÁN, LILLIAN, CARY J. ROSETH, and PATRICIA HOFFMAN. "Effects of transitional bilingual education on Spanish-speaking preschoolers’ literacy and language development: Year 2 results." Applied Psycholinguistics 36, no. 4 (2014): 921–51. http://dx.doi.org/10.1017/s0142716413000568.
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ABSTRACTYear 2 findings are reported from a longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38–48 months) randomly assigned to two Head Start classrooms. In Year 1, classrooms differed only in the language of instruction, with teachers using only Spanish in one classroom and only English in the other. In Year 2, an experimental transitional bilingual education (TBE) model was implemented, with English being gradually introduced in the TBE classroom until a ratio of 30:70 English-to-Spanish was achieved and Spanish being gradually introduced in the predominantly English (PE) classroom until a ratio of 70:30 English-to-Spanish was achieved. Year 2 results were consistent with Year 1, with the TBE classroom exceeding the PE classroom on all Spanish measures of language and literacy development and no significant differences favoring the PE classroom. Results also indicated that Year 2 trajectories were conditional on first-year effects, suggesting that sustained growth in dual language learner's early literacy may depend on early intervention among 3-year-old preschoolers.
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Fahd Naveed Kausar, Furrukh Bashir, Altaf Hussain, and Rashid Ahmad. "Effect of Teachers’ Professional Development on Classroom Management at Higher Secondary Level." Critical Review of Social Sciences Studies 2, no. 2 (2024): 1039–49. https://doi.org/10.59075/bmw57r53.
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Since effective pre- and in-service teachers’ professional development (TPD) on classroom management (CM) as an organizational and instructional factor practiced in school classrooms is important in providing adequate practical knowledge on how teachers can prevent, control, and manage student disruptive behaviours in lessons, student conduct in classrooms, and proactively supervise and manage disruptive behaviours to promote positive learning environment and student conduct in classrooms. Effective professional development interventions build teachers’ knowledge and actual use of appropriate and positive classroom expectations, effective behavioral repertoire, and effective instructional practices. Professional development focuses thus on the strengthening of these competencies to assure that plan for dealing with these challenges can be implemented and learners supported in the classroom. The purpose of the study to ascertain the extent of professional development and classroom management, impact and interaction between PD and CM. The population included all higher secondary schools and colleges. Convenience and purposive sampling were used, though, the technique used in the research was multistage sampling. The tools used in the study were questionnaire. Quantitative data was analyzed using arithmetic mean, standard deviation, Pearson’s coefficient of correlation and simple regression analysis. Statistical data analysis was done using Statistical Package for the Social Sciences. The study findings showed teachers’ PD had highly significant effect on CM at higher secondary level.
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Olarte, Jewelle V., Eddie G. Fetalvero, and Garry Vanz V. Blancia. "CONSENSUS CLASSROOM CLIMATE INVENTORY: SCALE DEVELOPMENT AND VALIDATION." Problems of Education in the 21st Century 82, no. 5 (2024): 708–22. http://dx.doi.org/10.33225/pec/24.82.708.
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Science education is a key area of research, largely due to its inherent complexity and challenges. Various teaching methods have been developed to address these difficulties, which include the consensus classroom climate. However, no standardized tool has been created to evaluate the consensus within a classroom. This study aimed to develop and validate the Consensus Classroom Climate Inventory (CCCI), an instrument designed to measure the consensus climate of a classroom. The research was conducted in two phases: (1) initial item pool development based on an extensive literature review and (2) expert panel review for content validation. The resulting 29-item scale was pilot-tested with 120 freshmen students from a state university. Exploratory factor analysis using SMART-PLS yielded four distinct factors: Student Agency, Collaborative Learning Environment, Inclusive and Flexible Learning, and Student Autonomy. The final scale consisted of 23 items. Confirmatory factor analysis demonstrated strong factor loadings (>0.8) for all items, indicating good construct validity. Model fit indices suggested a generally good fit, though some indices indicated room for improvement. Reliability analysis revealed high internal consistency across all factors. The CCCI shows promise as a reliable and valid tool for assessing consensus classroom climate, though further refinement is recommended to enhance model fit. This instrument can assist educators in evaluating the consensus climate of Science classrooms and help educators enhance teaching to improve students’ Science learning. Keywords: consensus classroom climate, factor analysis, scale development, reliability test, validity test
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Brukštutė, Grėtė. "Physical Classroom Environment and Pedagogy." Architecture and Urban Planning 15, no. 1 (2019): 38–43. http://dx.doi.org/10.2478/aup-2019-0005.
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Abstract The aim of this article is to analyse how physical classroom environment can be related to pedagogy and to examine the causes that prevent such correlation. The article briefly introduces the development of classrooms since the 20th century, it underlines modern learning activities, presents visual organization of classroom spaces in correlation with the latter and analyses students’ activity zones in the classrooms. Article presents the model of interaction between pedagogy and physical classroom environment.
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Li, Tongxing, Yongfeng Zhang, and Xiaoyu Tan. "Research and Application of Digital Classroom Teaching Development in the Post-Pandemic Era." JOURNAL OF ADVANCES IN MATHEMATICS 22 (September 25, 2023): 53–56. http://dx.doi.org/10.24297/jam.v22i.9523.
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With the continuous development of information technology, digital classrooms are becoming more adapted to the demands of talent cultivation in the modern era. The digital classroom teaching model is a reform of traditional teaching methods, and constructing a digital classroom allows for more flexible organization of instructional design, fostering students' creative thinking and enhancing their overall qualities. Seizing the opportunity for the development of applied universities, our school is constructing a locally distinctive path of information technology. This article takes higher mathematics as an example to elaborate on the practical application experience of digital classroom teaching development. In conclusion, this article summarizes the shortcomings in the process of digital classroom construction, which holds certain reference value and significance for future work.
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Wang, Zhuo. "Analysis of the Causes and Countermeasures of Classroom Silence Phenomenon among Students in Contemporary Chinese Colleges and Universities." International Journal of Education and Humanities 16, no. 2 (2024): 428–31. http://dx.doi.org/10.54097/6zhqqk32.
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The college classroom is an important field for talent cultivation and student development in colleges and universities. However, in actual teaching, only a relatively small number of Chinese college students are able to actively participate in classroom activities and speak positively. Most students often choose to remain silent in response to teachers' questions. Classroom silence is generally categorized into negative silence and positive silence. Negative silence has become a major obstacle to improving the efficiency of classroom teaching, which to some extent affects the effectiveness and function of classroom teaching. By analyzing classroom silence, a common phenomenon in Chinese university classrooms, and analyzing the phenomenon of classroom silence and its causes from the perspectives of teachers' teaching and students' learning, we can better understand the characteristics of college students' classroom participation, reveal the deficiencies of teachers' classroom teaching, further propose strategies to improve classroom teaching and reduce the phenomenon of negative silence in college classrooms, and improve the effectiveness of college classroom teaching.
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Reinders, Hayo, and Phil Benson. "Research agenda: Language learning beyond the classroom." Language Teaching 50, no. 4 (2017): 561–78. http://dx.doi.org/10.1017/s0261444817000192.
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Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
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Fabiola, Alma, and Rangel Chavez. "Classroom Videos in Professional Development." School Science and Mathematics 107, no. 7 (2007): 269–70. http://dx.doi.org/10.1111/j.1949-8594.2007.tb17787.x.
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Burkhardt, Hugh. "Classroom observation in courseware development." International Journal of Educational Research 17, no. 1 (1992): 87–97. http://dx.doi.org/10.1016/0883-0355(92)90044-7.
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Garrod, S. A. R., and C. M. Maziar. "Development of classroom management skills." IEEE Transactions on Education 31, no. 2 (1988): 128–32. http://dx.doi.org/10.1109/13.2297.
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Busby, Robert A. "Vision Development in the Classroom." Journal of Learning Disabilities 18, no. 5 (1985): 266–72. http://dx.doi.org/10.1177/002221948501800504.
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Nguyen, Thi Thuy Loan. "Teacher-research: Agency of Practical Knowledge and Professional Development." Journal of Language and Education 6, no. 2 (2020): 181–89. http://dx.doi.org/10.17323/jle.2020.9913.
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Educational research has generally attracted negative criticisms for its generalisability, contextual independence and inadequacy in addressing teachers’ practical problems in their own educational settings. Moreover, as classrooms are always complicated, teachers are therefore encouraged to become active researchers of their own classrooms in order to maximize their instructional performance and provide optimal learning opportunities for their students within their particular context. To promote teachers’ self-inquiry into their own practices, this paper will first define what teacher research is, followed by the arguments for its need and significance in the teaching profession. Suggestions to help teachers become engaged into classroom inquiry are provided after difficulties commonly reported to be encountered by teacher-researchers are reviewed. This paper is expected to provide some considerable insights for classroom-teachers as well as school administrators in their search for practical, concrete and contextually-rich knowledge.
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Huang, Chengfeng. "Smart Classroom Empowering Students’ Growth and Development: A Case Study of Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School." Science Insights Education Frontiers 15, S1 (2023): 14. http://dx.doi.org/10.15354/sief.23.s1.ab014.
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As a “key project school of smart education” in Wuhou District, Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School actively explores smart education projects, promotes classroom teaching and learning reform, and strives to create smart classrooms with strict standards, high quality, and high efficiency under the guidance of the Wuhou “National Smart Education Demonstration Zone”. The school focuses on student-centered learning and improving core literacy, while combining the concept of the new national curriculum standards and the requirements of digital education transformation to develop a new smart classroom teaching model that advocates student autonomy, situational teaching, and cooperative learning. The school has also provided in-depth teacher training and promoted the construction of an AI teaching analysis system platform to support smart classroom teaching and research. The school is committed to continuously improving the evaluation mechanism of smart classroom teaching, ensuring the high-level implementation and high-quality development of classroom teaching, and ultimately achieving the all-round development of students and creating a new pattern of smart classrooms.
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Bonghanoy, Guillermo Baluyot, Alben P. Sagpang, Ronnie A. Alejan Jr., and Louie Resti Rellon. "TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 2 (2019): 289–302. http://dx.doi.org/10.22342/jme.10.2.6882.289-302.
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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
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Mealings, Kiri T., Katherine Demuth, Jörg Buchholz, and Harvey Dillon. "The Development of the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test." Journal of Speech, Language, and Hearing Research 58, no. 4 (2015): 1350–62. http://dx.doi.org/10.1044/2015_jslhr-h-14-0332.
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PurposeOpen-plan classroom styles are increasingly being adopted in Australia despite evidence that their high intrusive noise levels adversely affect learning. The aim of this study was to develop a new Australian speech perception task (the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test) and use it in an open-plan classroom to assess how intrusive noise affects speech perception.MethodThe first part of this article describes how the online 4-picture choice speech perception task materials were created. The second part focuses on the study involving twenty-two 5- to 6-year-old children in an open-plan classroom who completed the task while other classes engaged in quiet and noisy activities.ResultsChildren's performance accuracy, number of responses, and speed were lower in the noisy condition compared with the quiet condition. In addition, children's speech perception scores decreased the farther away they were seated from the loudspeaker. Overall, the children understood and were engaged in the task, demonstrating that it is an appropriate tool for assessing speech perception live in the classroom with 5- to 6-year-old children.ConclusionsThe results suggest that the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test is a helpful tool for assessing speech perception in classrooms and that it would be beneficial to use in future research investigating how classroom design and noise affect speech perception.
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Bhattrai, Taranath. "A Study on Local Resources and their Applicability in Classroom Instructions in Nepal." Rupandehi Campus Journal 4, no. 1 (2024): 54–64. http://dx.doi.org/10.3126/rcj.v4i1.62921.
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This study aims at identifying the applicability of locally available resources in school level classrooms instructions in general and analyzes the approaches, methods and techniques in classroom practices in study area. It also attempts to recommend some strategies for the application of local resources in classroom instructions for the development of practical education through functional or task-based classroom instructions. Based on qualitative method, the data have been collected through PRA, observation, and semi- structured interview. The collected data have been analyzed by using interpretative paradigm. The study has revealed abundances of locally available resources that can be applied in classroom instructions for the development of task-based, practical classroom instructions in study area and in general.
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Eridani, Dania, Eko Didik Widianto, Ike Pertiwi Windasari, Wildan Budi Bawono, and Nadia Febrianita Gunarto. "Internet of things based attendance system design and development in a smart classroom." Indonesian Journal of Electrical Engineering and Computer Science 23, no. 3 (2021): 1432–39. https://doi.org/10.11591/ijeecs.v23.i3.pp1432-1439.
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Attendance records are one of the main administrative roles on campuses. Therefore, several technologies can be used on an attendance system, including barcode, radio frequency identification (RFID), fingerprint, and faceprint. The main functions of attendance systems on campuses are mainly focused on how to obtain the attendee data list, store on the database, and display the list on the information system. This research proposes an attendance system in the smart classroom which supports the system’s previous activities as well as its integration with security and classroom management. In this system, the NodeMCU which was connected to the WiFi router served as the controller, while the fingerspot revo FF-153BNC functioned as the system input. In addition, the database server was used to allocate attendee and classroom management data. This system is connected with the information system and classroom display unit, and component and system testing were applied in this research. The results showed that each system unit successfully integrated and managed the attendance, security, and classroom schedule.
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Herbel-Eisenmann, Beth A., Michael D. Steele, and Michelle Cirillo. "(Developing) Teacher Discourse Moves: A Framework for Professional Development." Mathematics Teacher Educator 1, no. 2 (2013): 181–96. http://dx.doi.org/10.5951/mathteaceduc.1.2.0181.
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We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.
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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.
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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.
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Yang, Zhen. "The Evaluation Model for ICT-based Teaching in Vocational College Classrooms." Occupation and Professional Education 1, no. 12 (2024): 50–55. https://doi.org/10.62381/o242c08.
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The informatization of classroom teaching in higher vocational education has entered a stage of connotative development. The effectiveness of classroom teaching is crucial to the quality of classroom teaching and also a core requirement for the construction of "Golden Courses". Based on the need to improve the quality of ICT-based classroom teaching, this study analyzes the characteristics of effective ICT-based teaching in higher vocational classrooms by investigating the current status of ICT-based teaching in higher vocational classrooms. It attempts to construct a five-dimensional evaluation model, OTSOI, with "teacher-student" dual evaluation subjects, providing a reference for teachers' teaching, students' self-evaluation, self-diagnosis, and self-improvement, aiming to promote the quality construction of ICT-based classroom teaching in higher vocational education.
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Zahir, Mariyam Z., Anna Miles, Linda Hand, and Elizabeth C. Ward. "Opportunities to Enhance Children's Communication Development at School in Underserved Communities." Language, Speech, and Hearing Services in Schools 53, no. 1 (2022): 104–21. http://dx.doi.org/10.1044/2021_lshss-20-00148.
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Purpose: Alternative service delivery approaches are required to provide support for children with communication difficulties in underserved communities. Schools have a unique set of assets that can be utilized to provide this support. This study explored what the education sector and classrooms in the early years of schooling offer as support for children with communication difficulties in an underserved Majority World country, the Maldives. The objective was to identify opportunities to enhance support provided for these children. Method: A qualitative multimethod approach was used involving (a) 520 min of classroom observational data from four remote schools, (b) interviews with four special education needs teachers, and (c) an interview with a Ministry of Education official. Classroom observational data were analyzed using the Communication Supporting Classroom Observation Tool. Deductive content analysis was used to analyze the interview data. Results: The support system aimed to reflect the Inclusive Education Policy of the Maldives. The Ministry of Education official and teachers raised concerns regarding lack of allied health services such as speech-language therapy in schools. Teachers frequently used certain communication supporting interactions such as imitation in classrooms. Missed opportunities to enhance communication were observed, including limited use of some interaction features such as modeling language, limited planned opportunities for children to interact in class, and limited resources in the environment to develop communication in Grade 1 and 2 compared to preschool. Conclusion: Findings suggest building capacity among teachers and training teachers on identified classroom communication support areas to enhance support for children with communication difficulties. Supplemental Material: https://doi.org/10.23641/asha.17003980
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Minami, Masahiko. "Second language acquisition processes in the classroom: Learning Japanese. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. 316." Applied Psycholinguistics 23, no. 1 (2002): 159–62. http://dx.doi.org/10.1017/s0142716402230088.
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In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with peers and teachers within the classroom setting. Unfortunately, the importance of such pragmatic development is not always emphasized in traditional classrooms. To address this inadequacy, Amy Synder Ohta's new book provides an introduction to the complex process of learning a second or foreign language (L2) in a classroom setting.
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Ma, Xinrui, and Jingxia Chen. "Analysis of Classroom Teaching Behaviors Based on Multimodal Data Model." Journal of Intelligence and Knowledge Engineering 2, no. 4 (2024): 34–42. https://doi.org/10.62517/jike.202404407.
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Precise identification of classroom behavior can help teachers and students understand classrooms, and help promote the development of smart classrooms. This article designed a multi -mode data model supported by multimodal data support based on classroom teaching scenes, including classroom teaching layers, data collection layers, algorithm analysis layers, and application service layers. Analysis of classroom teaching behaviors, this article extracts the image characteristics in the video based on the deep learning algorithm of YOLO-V5, the voice recognition technology extracts voice characteristics. Multi -mode data model analysis has obtained good analysis results and recognition results. In order to verify the effectiveness of the selected model, the model performance was performed on the labeled classroom behavior data set. The test results show that the selected model shows good performance in the analysis and identification of classroom behavior in the education scene.
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Rudasill, Lynne. "Electronic Classroom Handbook (review)." portal: Libraries and the Academy 2, no. 3 (2002): 487–88. http://dx.doi.org/10.1353/pla.2002.0063.
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Senyapili, Burcu, and Ahmet Fatih Karakaya. "The Future Setting of the Design Studio." Open House International 34, no. 1 (2009): 104–12. http://dx.doi.org/10.1108/ohi-01-2009-b0012.
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This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.
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Lescesen, Igor, Ljubica Ivanovic-Bibic, Smiljana Djukicin-Vuckovic, Jan Hercik, and Lazar Kotorcevic. "The importance of teaching equipment in geography classrooms." Journal of the Geographical Institute Jovan Cvijic, SASA 71, no. 3 (2021): 325–32. http://dx.doi.org/10.2298/ijgi2103325l.
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The main aim of the research was to determine teachers? opinion on the importance of teaching equipment in geography classroom. The research was conducted during the school year 2020/2021. A total of 134 geography teachers from different districts in Serbia took part in the survey. In general, 57.5% of the participants stated that their school buildings have a specialized and separate geography classroom, while in other schools a classroom is shared between related subjects. It is interesting that 84.3% of the participants stated that in their classrooms they have internet at their disposal. Further, it was concluded that there is no statistically significant correlation between the availability of internet connection and the location of school (rural and urban). On the other hand, one of the biggest problems that 38.8% of the participants highlighted is that maps, which are essential for geography teaching, are approximately 20 years old. On average, the best grade for equipment is awarded to schools in the City of Belgrade (3.47) while the lowest grade is awarded to geography classrooms in Kosovo and Metohija province (2.00). On average, participants graded that their classroom equipment is ?good? (3.02) while the importance of classroom equipment was graded with ?very good? (4.49).
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Ebrahimi, Nabi A., and Zahra Eskandari. "Development and Application of the Democratic Chemistry Classroom Environment Inventory (DCEI) in Iranian Universities." International Journal of Physics and Chemistry Education 6, no. 1 (2019): 34–57. http://dx.doi.org/10.51724/ijpce.v6i1.54.
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This article reports the development and application of the Democratic Chemistry Classroom Environment Inventory (DCEI) which assesses students’ perceptions of six dimensions of their actual and preferred classroom environment: Equality, Important knowledge, Participatory decision-making, Inclusiveness, Rights and Authority. The DCEI was field tested with a sample of 510 Iranian first and second year undergraduate students in 23 chemistry classes. Various analyses attested to each scale’s reliability, factorial validity, and ability to differentiate between the perceptions of students in different classes. The data from this instrument is equally valid in its actual and preferred versions. In addition, comparison of Iranian university students’ scores on actual and preferred forms of the questionnaire revealed that students, within a democratic education framework, were not satisfied and preferred a more positive chemistry environment on all scales. The work is unique because it is the first classroom environment study which is concerned about democratic education ideas in chemistry classrooms and provides one of the few classroom environment studies conducted in Iran.
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Ji, In Seob, and Yujin Lee. "Development and Effectiveness Analysis of a GeoGebra Classroom-Based Mathematics Learning Model for Self-Regulated Learning." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 34, no. 4 (2024): 1067–86. https://doi.org/10.29275/jerm.2024.34.4.1067.
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This study developed a mathematics learning model utilizing GeoGebra Classroom, and analyzed how the use of this model in mathematics learning affected high school students’ self-regulated learning abilities and strategies. The researchers of the current study constructed an 11-session mathematics learning model using GeoGebra Classroom, and implemented this model to actual mathematics classrooms. A total of 107 participants completed a self-regulated learning abilities and strategies measurement survey, which included 45 questions. The students' self-regulated learning abilities were measured before and after the GeoGebra Classroom-based learning model was implemented. Collected data were analyzed, and the findings of the study indicated statistically significant differences between the pre- and post-test results. This study demonstrated that the implementation of GeoGebra Classroom-based mathematics learning model positively impacted high school students' self-regulated learning abilities and strategies in their mathematics learning.
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Cebrián, Gisela, Ramon Palau, and Jordi Mogas. "The Smart Classroom as a Means to the Development of ESD Methodologies." Sustainability 12, no. 7 (2020): 3010. http://dx.doi.org/10.3390/su12073010.
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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms’ transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students’ and teachers’ needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.
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Wang, Jie. "Research on the Flipped Classroom + Learning Community Approach and Its Effectiveness Evaluation—Taking College German Teaching as a Case Study." Sustainability 16, no. 17 (2024): 7719. http://dx.doi.org/10.3390/su16177719.
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The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an efficacious collaborative environment, which has emerged as a pivotal roadblock impeding the sustainable development of the flipped classroom concept. To confront this challenge, this paper advocates for the seamless integration of flipped classrooms with learning communities, underscoring the essence of knowledge construction theory and the imperative of creating a collaborative environment. Furthermore, it introduces the groundbreaking “Tai Chi Pillar” flipped classroom + learning community model and meticulously scrutinizes its effectiveness in the context of college German courses through a case study lens, examining both student learning performance and perception development. A comparative analysis with the standalone flipped classroom model reveals that the proposed model boosts academic performance for 72.6% of students and notably enhances perception development for 72% of learners, albeit with limited success among underperforming students. This underscores the model’s strengths while also highlighting the necessity for continued research and improvement. This study serves as a reference point for sustainable Flipped Classroom 2.0 research and points to future directions for investigation.
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Little, Mary E. "Improving Content Literacy in Social Studies Classrooms: Teachers’ Voices Within Comprehensive School Reform." Social Studies Research and Practice 3, no. 2 (2008): 42–53. http://dx.doi.org/10.1108/ssrp-02-2008-b0004.
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The increased demands for access to and accountability for mastery of social studies curriculum by all students, including students with disabilities (SWDs) and diverse learning needs, is a current reality within secondary schools. Research has suggested classroom implementation of evidence-based instructional practices to improve content literacy. However, the lack of descriptive data related to classroom implementation of instructional practices seems to be an area of concern, especially following professional development (Correnti & Rowan, 2007). Research related to the context and conditions of classroom implementation is needed. This manuscript describes a district-wide professional development initiative within secondary social studies classrooms, outlines qualitative research, reports findings related to teacher perceptions of classroom implementation, and describes the considerations and implications related to implementation of professional development as part of comprehensive school reform.
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Siripol, Piyathat, and Jeffrey D. Wilang. "Classroom language training for non-English pre-service teachers: a professional development project." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3419–26. https://doi.org/10.11591/ijere.v13i5.28642.
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As the English language is required to be used beyond English subject classrooms in English as a foreign language (EFL) country, teachers from various disciplines, such as math and science, may find it challenging when having to conduct the course in English. Therefore, this professional development project aimed to address the issue of math and science pre-service teachers lacking classroom language knowledge when teaching in an EFL setting. The project involved a month-long training program for pre-service teachers on how to use English classroom language in teaching Math and Science to elementary and high school students. Pre- and post-training video recordings were collected to evaluate the linguistic development of the participants in classroom language use. Additionally, journal entries were collected to know the participants' insights on pedagogical growth and perceptions when using English in teaching content lessons. The findings indicated a significant improvement in the participants' classroom language use in various areas such as greetings and lesson introductions, feedback and instructions, classroom management, requests and questions, and lesson conclusions. The pre-service teachers also reflected on their pedagogical development in their journals. The article discusses some implications of the project that could benefit similar initiatives in EFL settings that use English as partial or full medium of instruction.
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Yin, Ziyan, and Sang-Bing Tsai. "Research on Virtual Reality Interactive Teaching under the Environment of Big Data." Mathematical Problems in Engineering 2021 (December 10, 2021): 1–11. http://dx.doi.org/10.1155/2021/7980383.
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After decades of progress in virtual reality, the key technologies among them have reached the foundation to support the development of the virtual reality industry. Immersive virtual reality classroom is a bold attempt to combine present-day information science and technology with innovative teaching concepts, which inherits the characteristics of existing online education such as short and compact, large-scale, and free and open. Combined with immersive virtual reality technology, virtual reality classrooms will present strong. The virtual reality classroom will present a strong sense of immersion, interactivity, and conceptualization. This paper elaborates on the development history of virtual reality and its future development direction from the technical perspective and educational perspective, respectively. Taking Civic Science course as an example, after analyzing the feasibility and development significance of immersive virtual reality interactive teaching classroom in detail, the design scheme of immersive virtual reality classroom is proposed, the characteristics and advantages of virtual immersive virtual reality classroom are discussed, and the application of immersive virtual reality technology to classroom teaching is explored. Combined with the constructed virtual reality classroom, the testing, analysis, and evaluation work should be completed and corresponding improvements should be made to better meet the personalized learning needs of learners.
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Alicea, Stacey, Carola Suárez-Orozco, Sukhmani Singh, Tasha Darbes, and Elvira Julia Abrica. "Observing Classroom Engagement in Community College." Educational Evaluation and Policy Analysis 38, no. 4 (2016): 757–82. http://dx.doi.org/10.3102/0162373716675726.
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Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative classroom-level engagement measurement protocol designed for this purpose. We provide evidence for the measure’s validity and reliability via confirmatory factor analyses and descriptive analyses that offer a snapshot of the information this measure can generate. Furthermore, we examine a two-level structural equation regression model that uses student survey data from students nested in observed classrooms. We then review our results in light of the relevance this measure has for researchers and educators in community colleges.
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Love, Matthew L., Lisa A. Simpson, Andrea Golloher, Brian Gadus, and Jennifer Dorwin. "Professional Development to Increase Teacher Capacity for the Use of New Technologies." Intervention in School and Clinic 56, no. 2 (2020): 115–18. http://dx.doi.org/10.1177/1053451220914886.
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As technology continues to provide new instructional options in the classroom, opportunities to embed new tools in their pedagogy are critical for teachers. One avenue that could encourage teachers to adopt new technologies in their classroom is professional development. This column outlines how a comprehensive program can be implemented to build teacher capacity for implementing new tools in their classrooms. Suggestions include developing a referral system that connects teachers to necessary supports, developing ongoing trainings that build teacher knowledge and skills for using technology, and creating site-based leaders for technology use through professional development and the creation of professional learning communities.
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Steil, Justin, and Aditi Mehta. "When Prison Is the Classroom: Collaborative Learning about Urban Inequality." Journal of Planning Education and Research 40, no. 2 (2017): 186–95. http://dx.doi.org/10.1177/0739456x17734048.
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This article analyzes the pedagogy of an urban sociology course taught in prison, with both outside and imprisoned students. The course examined the production of knowledge used in the field of planning and sought to facilitate the coproduction of new insights about urban inequality. Participant observation, focus groups, and students’ written reflections reveal that, in comparison to traditional classroom settings, students explored with greater complexity their embodiment of multiple social identities, wrestled more deeply with the structural embeddedness of individual agency, and situated their personal experiences in a broader theoretical narrative about urban inequality. Building trust in the face of significant power disparities within the classroom was essential to learning. The findings highlight the importance of new locations of learning that enable classrooms to become contact zones, pushing students to collaboratively reimagine justice in the city with those outside the traditional classroom.
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Priyaadharshini, Dr M., and Monica Maiti. "Learning Analytics: Gamification in Flipped Classroom for Higher Education." Journal of Engineering Education Transformations 37, no. 1 (2023): 106–19. http://dx.doi.org/10.16920/jeet/2023/v37i1/23137.
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Abstract: The Flipped classroom is an innovative pedagogical model that has been adopted in various colleges across different disciplines. The Flipped classroom allows the students to actively participate and collaborate during in-class activities. The measure of learner's performance, cognitive skills, and behaviour is essential in any teaching-learning process to assess and improvise the curriculum, syllabus, learning methodology, and educational technology. In this research work, various innovative teaching models suitable for Gen Z learners have been experimented with. These models included a virtual classroom, laboratory sessions, and flipped classrooms that were compared with the traditional classroom approach. A new model “CAM-S” is proposed to measure the Cognitive, Affective, and Motivational traits and identify slow learners. Learning analytics using the K-Means clustering algorithm is performed to analyze the behaviour and learning patterns of the learners in these pedagogical models. From the clusters obtained, the students were categorized into 3 different groups based on their performances. The result obtained after the analysis shows that Flipped Classroom has better learner performances when compared with the otherpedagogical methodologies. Additionally, separate questionnaires are also created to obtain feedback from the students about their experiences with the 3 pedagogical techniques used. Even the behavioural models are analyzed using the gaming environment in the flipped classroom. Keywords: Blended Learning, Clustering algorithm, Flipped Classroom, Gamification, Learning Analytics.
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Yang, Shuang. "Optimization of English Classroom Quality Evaluation Model with AHP." Security and Communication Networks 2022 (May 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/2502377.
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This work takes English classroom quality as the research object. Improving the quality of English classrooms is not only an unavoidable requirement for the current curriculum reform’s deepening and development, but also a necessary development trend of the evaluation system reform, and the call of the majority of classroom teaching position. The country invested financial, labor, and material resources, and students have also invested a lot of study time, but the English classroom effect is not satisfactory. The main issue is a lack of adequate evaluation of the teaching process as well as a scientific, fair, and practical technique for assessing classroom quality. This work combines AHP and BP networks to propose a method (AHP-IGA-BP) for evaluating the quality of English classrooms. The content of this work is as follows: (1) A hierarchical model and index system for English classroom quality evaluation based on AHP are constructed. Through the process of constructing a judgment matrix, single-level ranking, consistency check, and total-level ranking, the complete English classroom quality evaluation index weight is finally obtained, which realizes the transformation of subjective information into data with specific weight. (2) combine the original data with the aforementioned index weight data produced using AHP, as well as the neural network’s learning and training samples. Build a BP network structure to effectively evaluate the quality of English classrooms. (3) The BP network is optimized based on the improved GA algorithm.
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Ibrahim, Abu Bakar, Nursyahirah Shamsudin, Mad Helmi Ab. Majid, Sumayyah Dzulkifly, Yusri Abdullah, and Mohammad Ikhsan Setiawan. "Smart Classroom: A development of electrical control system with Internet of Things." Journal of ICT in Education 11, no. 1 (2024): 103–14. http://dx.doi.org/10.37134/jictie.vol11.1.8.2024.
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The Internet of Things (IoT) is a dynamic breakthrough that has a huge impact on today's world and has the potential to simplify human life. The potential application of IoT is limitless, and it has been implemented in various industries, including medicine, engineering, computer science, space and technology, automotive, and more. This paper aims to develop a smart classroom electrical control system using IoT technology to regulate the classroom's electrical system and monitor student occupancy. This study chose to use the Rapid Application Development (RAD) method to develop the proposed system for reducing the waste of electricity resources in a classroom. The objectives of this research include identifying the main problems related to the waste of electricity in the classroom, developing an electronic project using IoT, and testing the functionality of the electronic project. The development of the proposed electrical control system uses Arduino and Infrared (IR) sensors. The IR sensors are used to detect the presence of students either entering or leaving the classroom. When human presence in the classroom is detected, lights and fans will automatically turn on. The approach benefits users by enabling a comprehensive understanding of the system through interactive evaluation, bringing it closer to meeting the requirements intended for this study.
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Yen, Benjamin, C. T. Justine Hui, Esther Bergin, et al. "Development of a continuous classroom signal-to-noise ratio measurement system." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 268, no. 6 (2023): 2284–91. http://dx.doi.org/10.3397/in_2023_0337.
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A successful learning experience requires children to be able to hear what the teacher is saying. To that end, children need a high signal-to-noise ratio (SNR) or speech audibility to hear the teacher under background noise, but SNR in the classrooms may not always be favourable depending on the activities taking place during a school day. We propose a classroom acoustic measurement system to monitor the time-varying SNR under interactive teaching scenarios. Emulating a child listening to the speech made by a teacher, the system utilises two consumer-grade wireless microphones, one attached to the teacher and the other located where the children would be seated. The signal received by the teacher's microphone is used as a voice activity detector to indicate the presence of the teacher's voice or noise-only audio instances. Subsequently, the children's microphone observes these instances to monitor the average classroom noise and estimate the resulting SNR. A pilot study was conducted at a primary school in Auckland, New Zealand where the SNR measurements were recorded and matched against behavioural coding of the classroom activities. Results show a reasonable agreement of the SNR to the activities performed under real-life classroom teaching scenarios.
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Mohamad, Muhammad Afwan, Zulfan Adi Putra, M. Roil Bilad, Nik Abdul Hadi Md Nordin, and M. Dzul Hakim Wirzal. "An Excel Based Tool Development for Scheduling Optimization." ASEAN Journal of Science and Engineering Education 1, no. 1 (2021): 7–14. http://dx.doi.org/10.17509/ajsee.v1i1.32398.
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Scheduling can be seen in many areas such as chemical processing, logistic, supply chain, and class. In this study, two different cases of scheduling problems are addressed which are batch reactor process scheduling and University Class Scheduling (UCS) problems. The aim for the batch reactor process scheduling is to minimize the total discrepancies between the size of the assigned reactors and their corresponding assigned capacities or reactor sizes. The approach taken into consideration includes some constraints such as desired products, the production capacities, and the reactor capacities. Meanwhile, for the UCS problem, the concern is on the number of needed courses assign to certain classrooms while at the same time noting the constraints such as the size of the classroom and the number students. The UCS problem also seeks to optimize the distribution of courses remarkably to classrooms refers to the ratio of classroom capacity to course enrolment. These issues will be resolved using Integer Linear Programming (ILP) in the form of Excel-based software. The ILP model tool for both scheduling problems, therefore, is developed and resolved using the Excel solver utilizing Visual Basic Applications (VBA) and Macro.
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Prieto, Luis P., Sara Villagrá-Sobrino, Iván M. Jorrín-Abellán, Alejandra Martínez-Monés, and Yannis Dimitriadis. "Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms." Computers and Education 57, no. 1 (2011): 1214–27. https://doi.org/10.1016/j.compedu.2011.01.001.
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The increasing presence of multiple Information and Communication Technologies (ICT) in the classroom does not guarantee an improvement of the learning experiences of students, unless it is also accompanied by pedagogically effective orchestration of those technologies. In order to help teachers in this endeavour, it can be useful to understand how this orchestration takes place in real-world classrooms, and to provide teachers with professional development opportunities that can be easily applied to their everyday classroom practice. This paper describes a qualitative field study conducted in five primary school classrooms where a new collaborative software was introduced alongside existing classroom technology. For six months, teachers designed and orchestrated classroom activities in these authentic, technologically-rich settings. The analysis of the resulting activity designs and enactments uncovered a limited set of recurrent elements of teacher practice, or routines. These routines and their graphical representation are posited as a useful analysis tool for researchers in understanding complex teacher practices with ICT. Moreover, the authors propose that these routines offer new opportunities for professional development of teachers in effectively using ICT in their classrooms. Initial uses of these routines in teacher workshops, with encouraging results, are also presented.