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Kırkıç, Kamil Arif, and Feriha Uludağ. "STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 585–96. http://dx.doi.org/10.33225/pec/21.79.585.
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Achievement in a course mostly depends on the students' characteristics and how teachers make their courses effective for their students' learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students’ achievement as STEM attitudes. This study examines the correlation between secondary school students' STEM attitudes and their achievement in the Technology and Design Course (T & DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students' Technology and Design Course achievement and STEM attitudes. Students' attitudes to STEM predict their achievement in the Technology and Design Course by 5.1%. Students developing positive STEM attitudes can further enhance achievement in the (T&DC), which enables students to acquire the necessary design skills to produce technology in the future. Keywords: academic achievement, correlational survey, secondary school, STEM attitude, technology, and design course
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Graeske, Caroline, and Sofia Aspling Sjöberg. "VR-Technology in Teaching: Opportunities and Challenges." International Education Studies 14, no. 8 (July 27, 2021): 76. http://dx.doi.org/10.5539/ies.v14n8p76.
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Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students’ motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.
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Kim, Suyeon, Yeeun Shin, Jinsil Park, Sang-Woo Lee, and Kyungjin An. "Exploring the Potential of 3D Printing Technology in Landscape Design Process." Land 10, no. 3 (March 4, 2021): 259. http://dx.doi.org/10.3390/land10030259.
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Advances in 3D printing technology are giving rise to attempts to utilize the technology in various fields, including landscape design. However, exploring the potential of 3D printing technology has been largely neglected in the context of landscape design and education. Therefore, this study aimed to examine the implication of 3D printing technology for both education and practice in landscape design. We analyzed the literature and examined the current state of 3D printing technology. We also conducted case studies with secondary school students and landscape practitioners to assess the implementation of the technology. Secondary school students demonstrated positive responses, such as increased interest and participation and improvement of understanding, through workshops using 3D-printed models. The semi-structured interviews with landscape practitioners on the implication of the technology confirmed the limitations of 3D printing in terms of cost, delivery time, scale, and level of detail.
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Ramma, Yashwantrao, Martin Samy, and Ajit Gopee. "Creativity and innovation in science and technology." International Journal of Educational Management 29, no. 1 (January 12, 2015): 2–17. http://dx.doi.org/10.1108/ijem-05-2013-0076.
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Purpose – This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students’ creativity and innovativeness at university level. The paper aims to discuss these issues. Design/methodology/approach – As such, a group of teachers and students at both secondary and tertiary levels were selected as the sample of the study. Questionnaires were administered to trained secondary school teachers and to university students. Interviews were also conducted to triangulate data. These enabled an analysis of the current situation in terms of students’ engagement/creativity/innovativeness in Science and Technology at secondary and tertiary levels. Findings – The findings reveal a problematic situation arising with respect to beliefs and what truly prevails in the education sector at secondary and tertiary levels. This study has revealed a number of salient issues related to the gap existing between the secondary and tertiary levels of education in Mauritius, with special bearing on creativity and innovation in Science and Technology. Research limitations/implications – Only three institutions were involved, with a small sample of students, so that the findings cannot be generalised. Moreover, gender is a variable that has not been taken into consideration. Practical implications – The study has proposed a number of recommendations to enable Mauritian students (at secondary and tertiary levels) to develop creativity and hopefully become innovators. This leads us to believe that the recommendations emerging from this study will be beneficial to various stakeholders who wish to understand the gap existing between secondary and tertiary education in Science and Technology education. Originality/value – This study takes a case study approach adopting a mixture of interviews, surveys and observations to understand the research problems with regards to the younger generations need to be equipped with scientific and technological advances in acquiring knowledge, new sets of skills and values. Therefore, this study endeavours to document the perceptions of learners and faculty staff.
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Kumm, Skip, Elizabeth Talbott, and Kristine Jolivette. "A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities." Journal of Special Education Technology 36, no. 3 (March 30, 2021): 141–51. http://dx.doi.org/10.1177/01626434211004450.
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Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.
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Rupnik, Denis, and Stanislav Avsec. "EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS’ TECHNOLOGICAL LITERACY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 121–41. http://dx.doi.org/10.33225/jbse/20.19.121.
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Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school. Keywords: technology education, transdisciplinary educational approach, real-life problems, technological literacy.
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Buranský, Ivan, Jozef Peterka, and Ivan Buranský. "On–Line Classroom for Dynamic Education." Applied Mechanics and Materials 474 (January 2014): 15–20. http://dx.doi.org/10.4028/www.scientific.net/amm.474.15.
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The article discusses the issue of on-line learning for Faculty of Materials Science and Technology in Trnava. This method of education was designed within the project KEGA: Realisation of on-line classroom for dynamic education of secondary technical school and university students focused on design and manufacturing of freeform surfaces. The main objective of this method of teaching is improving parent ́s faculty cooperation with detaches workplaces and increasing of the interest of secondary school students about studying on the college with technical orientation.
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Yahya, Norziana, Ernie Mazuin Mohd Yusof, Ruzita Hj Ahmad, and Mohd Azahani Md Taib. "Islamic Education Content Platform for Secondary School Students." Journal of Computing Research and Innovation 6, no. 3 (September 13, 2021): 102–11. http://dx.doi.org/10.24191/jcrinn.v6i3.252.
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The rapid development of information technology has affected various aspects of life including education at the school level. However, conventional teaching and learning methods are still used in secondary schools, especially for Islamic subjects. One of the ways to help students learn better in Islamic subjects is by implementing a web-based content platform in the context of Islamic education. This is a learning tool to support the teaching and learning process using various media such as educational video materials for secondary school students, because multimedia elements will make learning more interesting especially for Islamic subjects that require memorization, reading, and comprehension. Another desired goal is for teachers to be able to manage their Islamic lessons online. In developing web applications, appropriate development methodologies have been implemented using Waterfall Model as a guideline. The waterfall model has different development phases such as analysis, design, implementation, testing and finally documentation. The web-based Islamic Education Content Platform (IECP) was designed and developed using Visual Studio Code with PHP and MySQL databases. It was assessed by obtaining Expert Review (ER) through a set of questionnaires given to four experts and fifteen respondents through User Acceptance Test (UAT). The results of ER indicate that web-based IECP is suitable for use and currently need to be refined and improved. Meanwhile, the UAT results show that web-based IECP is generally accepted and believed to be beneficial, especially to secondary school students and teachers.
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Aladejana, Francisca, and Lanre Idowu. "Using a Computerised Graphics Package to Achieve a Technology-Oriented Classroom." Policy Futures in Education 7, no. 4 (January 1, 2009): 439–44. http://dx.doi.org/10.2304/pfie.2009.7.4.439.
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The present situation in Nigeria involves students of fine arts, a practical-oriented subject, being exposed to poor methods of teaching with consequent poor performances. This study examined the extent to which the use of a computerised graphics package could make the classroom technology-oriented and affect the performance of learners. This is predicated on the theoretical frameworks of constructivism and Gagne's learning theory. The research design is the pretest-posttest control group design. The research instruments are the Graphic Design Achievement Test designed from the Revised Minnesota Paper Form Board Test and CorelDraw 10. They were administered to 60 junior secondary school students selected using stratified random sampling. The results show a significant difference in the performance of students exposed to the computerised graphics package as those exposed to the computerised graphics package performed significantly better in graphics than those exposed to the conventional teaching methods.
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Olofsson, Anders D., Ola J. Lindberg, and Göran Fransson. "Students’ voices about information and communication technology in upper secondary schools." International Journal of Information and Learning Technology 35, no. 2 (March 5, 2018): 82–92. http://dx.doi.org/10.1108/ijilt-09-2017-0088.
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Purpose The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. Originality/value The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.
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Williams, Kelly J., Christy R. Austin, and Sharon Vaughn. "A Synthesis of Spelling Interventions for Secondary Students With Disabilities." Journal of Special Education 52, no. 1 (September 25, 2017): 3–15. http://dx.doi.org/10.1177/0022466917732777.
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This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compositions. For students with learning disabilities (LD) or emotional and behavioral disorders (EBD), spelling interventions usually emphasized study strategies, while interventions for students with other disabilities (orthopedic impairment, intellectual disability, and autism) emphasized the use of technology. Noticeably absent from these interventions were the direct teaching of phoneme to grapheme correspondences and morphemic approaches, which are often used with students in the elementary grades.
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Daher, Wajeeh, and Juhaina Awawdeh Shahbari. "Design of STEM Activities: Experiences and Perceptions of Prospective Secondary School Teachers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 04 (February 26, 2020): 112. http://dx.doi.org/10.3991/ijet.v15i04.11689.
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STEM education is attracting the attention of researchers in the education of sci-ence, mathematics, technology and engineering, for it encourages school practices that prepare students for real life professions. An important aspect of STEM edu-cation is the design of STEM activities, for this design influences how the activi-ties mediate students’ experiences in the STEM classroom. In the present chapter, we suggest to consider this design in two lenses: The lenses of the activity in-quiry and the lenses of the integration of STEM subjects. We further describe ac-tivities built by secondary school prospective mathematics teachers who were part of a teacher education program for preparing graduate students who finished their first degree in mathematics, engineering or computer science. The prospective teachers designed the STEM activities in the frame of a didactic course called “The didactics of teaching secondary school mathematics”. The research results indicated that the prospective teachers found it difficult to write STEM activities according to the ‘discovery inquiry version’ or the ‘open inquiry version’. More-over, they found it difficult to write activities according to the third or fourth inte-gration types.
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Weinhandl, Robert, Zsolt Lavicza, and Stefanie Schallert. "Towards Flipped Learning in Upper Secondary Mathematics Education." Journal of Mathematics Education 5, no. 1 (July 1, 2020): 1–15. http://dx.doi.org/10.31327/jme.v5i1.1114.
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Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.
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De Meester, Jolien, Jelle Boeve-de Pauw, Marie-Paule Buyse, Stijn Ceuppens, Mieke De Cock, Haydée De Loof, Leen Goovaerts, et al. "Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school." European Review 28, S1 (July 14, 2020): S135—S157. http://dx.doi.org/10.1017/s1062798720000964.
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Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.
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Zheng, Ying, Yuhui Yang, Huifang Chai, Mo Chen, and Jianping Zhang. "The Development and Performance Evaluation of Digital Museums Toward Second Classroom of Primary and Secondary School – Taking Zhejiang Education Technology Digital Museum as An Example." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 69. http://dx.doi.org/10.3991/ijet.v14i02.7897.
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Currently, visiting museums is one activity that gaining its popularity from primary and secondary school students, which makes museum an important part of second classroom. However, this kind of educational activity is limited by several factors such as transportation, time and space, etc., which result in several defects such as limited visiting efficiency, lacks of evaluation for teaching achievements etc. To solve these problems, we put forward a countermeasure program of digital museums towards second classroom for primary and secondary school students. First, we analyzed the studies of second classroom based on the digital museums both in China and other countries. On the basis of such analysis, we took Zhejiang Education Technology Museum as a template to design and develop Zhejiang Education Technology Digital Museum. Then we used theory of pairing design to study the performance of the traditional museum education and the digital museum education respectively. Finally, we evaluated users’ experience of Zhejiang Education Technology Digital Museum by carrying out a questionnaire survey.
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Stoeva, Maia Angelova, Sashko Plachkov, Diana Mitova, and Lyubima Zoneva. "DESIGN OF THE RESEARCH BASED TRAINING IN TECHNOLOGIES AND ENTREPRENEURSHIP IN THE SECONDARY EDUCATION." CBU International Conference Proceedings 5 (September 23, 2017): 541–46. http://dx.doi.org/10.12955/cbup.v5.981.
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The article presents the nature of the research approach and its application in the framework of the studied disciplines of the cycle of technological training. Presented are the results of monitoring study of the skills of 11-14 year old students for research. The design of research-oriented training in technology and entrepreneurship predisposes the increase of the interest in the learning process and the learning motivation in parallel with the implementation of basic educational goals.The suggested tools aim to diagnose the skills of the students in the research training. Described are the basic levels of administration of the research approach in the training and its influence on building skills on a high level (at meta-level) in the students. The idea is similar to Bloom’s taxonomy according to which levels that follow the logical transition from easy to difficult act in the cognitive sphere.Knowledge and basic intellectual skills formed during are explored, with an emphasis on problem-solving cognitive and practical tasks. The creative technical abilities of the students are being studied through case studies and situations, and an algorithm for key research projects has been developed.The focus is on the interdisciplinary research training project which requires a broad general culture and knowledge from various scientific fields. A critical analysis of the results and conclusions about changes in teaching practice takes a special place in the article
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Karabatzaki, Zoe, Agathi Stathopoulou, Georgia Kokkalia, Eleni Dimitriou, Paraskevi Ioanna Loukeri, Alexandra Economou, and Athanasios Drigas. "Mobile Application Tools for Students in Secondary Education. An Evaluation Study." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (March 29, 2018): 142. http://dx.doi.org/10.3991/ijim.v12i2.8158.
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Technology has the potential to improve many aspects of our daily lives, including learning. It has been proven to increase student engagement and learning outcomes. With recent advances in the capabilities of smart mobile devices and their growing penetration rate among the student cohort, it is possible to take advantage of these devices to design appropriate exercises and tools that foster student’s knowledge and learning. In this paper we present some of the most well known mobile procedures that are used for secondary students in order to promote their learning and their skills. Additionally, its role in secondary students who face learning and other difficulties is investigated. Lastly, the results of a study that examined whether there is a relationship between the performance of secondary school Greek students in the language lesson, in mathematics lesson and index of verbal intelligence, index of intelligence practice and general index of intelligence are showed thoroughly.
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Singh, Renu. "Students’ perspectives on technology integration in ELT." Journal of NELTA 24, no. 1-2 (November 30, 2019): 95–106. http://dx.doi.org/10.3126/nelta.v24i1-2.27682.
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Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.
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Бычков, Анатолий, and Anatoliy Bychkov. "Standards of Continuity: School — College." Standards and Monitoring in Education 5, no. 6 (December 12, 2017): 18–24. http://dx.doi.org/10.12737/article_5a1bf5e2eddf30.49459841.
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Recommendations for the design continuity of the content of basic General and secondary vocational education in the context of general and structural changes in the education in our country. On the basis of the comparative analysis of the Federal state educational standards for “Technology” and the Federal state educational standards of secondary professional education the foundation for the design continuity of the content of education in educational complexes “school — College” are set in the form of organizational-pedagogical conditions implemented in the context of personal-oriented approach, motivating students to continue studies in colleges. The methodists and teachers can use presented in the article missions for the organization of practical activities of students.
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Lawrence, Geoff, Farhana Ahmed, Christina Cole, and Kris Pierre Johnston. "Not More Technology but More Effective Technology: Examining the State of Technology Integration in EAP Programmes." RELC Journal 51, no. 1 (April 2020): 101–16. http://dx.doi.org/10.1177/0033688220907199.
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Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a ‘visioning’ dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today’s digital era conclude the article.
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López Belmonte, Jesús, Arturo Fuentes Cabrera, Juan López Núñez, and Santiago Pozo Sánchez. "Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education." Mathematics 7, no. 12 (December 12, 2019): 1226. http://dx.doi.org/10.3390/math7121226.
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Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.
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Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (October 24, 2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.
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Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.
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Romero, María del Carmen, Olga Buzón-García, and Javier Touron. "The flipped learning model in online based education for secondary teachers." Journal of Technology and Science Education 9, no. 2 (March 1, 2019): 109. http://dx.doi.org/10.3926/jotse.435.
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The online-based model known as “flipped learning” raises new challenges that are different from those of face-to-face teaching. The flipped learning model enhances the active and autonomous learning of students, changes the relationships between them and with the teacher, and encourages innovation within the learning process. The following paper presents a descriptive, poll-based study after having implemented the model in the Curricular design course offered in two different departments, Mathematics and Technology and Computer Science, as part of the Master's Degree program in Secondary Education Teacher Training, taught online by the International University of La Rioja (UNIR). For this purpose, we have designed a learning model with a series of stages based on the events proposed by Gagné for the design of a teaching unit. In order to analyze the impact that the model has on student performance, the final grades obtained by the students are collected after individually designing a didactic unit, as required to demonstrate their learning, analyzing the difference between the control group and those participating in the designing experience. The results revolve around several axes, such as student satisfaction, the training they received, the perceived usefulness of the training received, the evaluation of the entire training process as it was carried out, and the performance achieved. This model ensures that the student is satisfied with and finds the usefulness of the training received, attains better academic performance and fosters very positive attitudes among the students as a whole.
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Tezer, Murat, Celalettin Özden, and Ramazan Atasoy. "Developing a technology and design course self-effiancy scale: A validity and reabilithy study." World Journal on Educational Technology: Current Issues 11, no. 3 (July 31, 2019): 186–97. http://dx.doi.org/10.18844/wjet.v11i3.4247.
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The aim of this study was to develop a valid and reliable assessment and evaluation instrument to specify the efficacy of the students in technology and design courses. The assessment instrument was composed of an item pool, experts’ views about the validity scope, pre-application, analysis of structure validity and reliability analysis steps. This study was carried out with the 7th grade students in State secondary schools in Northern Cyprus. A scale with 38 items and seven-factors was determined through an exploratory factor analysis. The scale consisted of synthesis, basic application, evaluation, formal analysis, further analysis, advanced application and comprehension dimensions. The confirmatory factor analysis and the factor structures were tested. At the end of the confirmatory analysis, it was noted that the variables had acceptable goodness of fit values. A valid and reliable technology and design course self-efficacy scale was developed at the end of the study.
Keywords: Technology and design, self-efficacy, secondary school, scale development
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Buabeng-Andoh, Charles, and Issifu Yidana. "An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana." Interactive Technology and Smart Education 11, no. 4 (November 11, 2014): 302–14. http://dx.doi.org/10.1108/itse-10-2013-0024.
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Purpose – The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. Design/methodology/approach – The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. Findings – The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. Originality/value – The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
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Chiu, Thomas K. F., and Cher Ping Lim. "Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective." ECNU Review of Education 3, no. 4 (June 25, 2020): 715–34. http://dx.doi.org/10.1177/2096531120930861.
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Purpose: A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong. At the same time, few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education. This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds. Design/Approach/Methods: This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’ learning Chinese language and mathematics. One hundred and twenty-one secondary school students participated in the study. Each student was randomly assigned to a condition, in a 2 (ethnicity: Chinese vs. ethnic minority) × 2 (content: content-specific first vs. content-neutral first) design. Findings: The study found that (a) for Chinese language lessons, ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities, respectively; whereas the Chinese students’ preferences were the opposite and (b) for mathematics lessons, both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities, respectively. Originality/Value: The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.
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Karaoglan Yılmaz, Fatma Gizem, Ramazan Yılmaz, Hatice Yıldız Durak, and Hafize Keser. "Examination of students processes of searching information in education informatics network via eye tracking." World Journal on Educational Technology: Current Issues 11, no. 1 (February 11, 2019): 65–73. http://dx.doi.org/10.18844/wjet.v11i1.4011.
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The extensification activities of Education Informatics Network use in Turkey are in progress. The use and preferability of this education portal by teachers and students depend on various factors. One of these factors is usability. The purpose of this research is to make the usability analysis of the Education Informatics Network from the perspective of secondary school students. The participants of the study consist of 10 students who are from secondary school where the Movement of Enhancing Opportunities and Improving Technology is carried out. The data of the study were obtained from the eye-tracking method in the completion process of the authentic tasks given to the students and from the survey that was used to determine the demographic information. The results of the study show that the students completed the authentic task with success and they are able to reach the search results accurately and rapidly.Keywords: Education informatics network, FATIH project, usability, eye tracking, information search behavior, secondary school students, human–computer interaction, interface design.*
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Alimbaeva, S. K., and G. B. Nuradin. "DESIGN OF THE DISTANCE LEARNING MODEL IN SECONDARY SCHOOLS OF THE REPUBLIC OF KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 18–24. http://dx.doi.org/10.51889/2020-4.1728-5496.03.
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The article discusses a comprehensive model of distance learning in secondary schools of the Republic of Kazakhstan, based on the creation of quality educational content in accordance with the basic requirements of updated education content; distance format of technologies for the criterion assessment of educational achievements of students; psychological and pedagogical support of students in the conditions of distance learning; technical equipment of students in the conditions of preschool.The results were obtained through a sociological study to monitor the status and diagnosis of psychological and pedagogical problems in the educational process of secondary schools in the Zhambylregion. The presented model of education in the conditions of DLT is based on the development of modern infrastructure for the development of modern digital and comfortable educational environment; design of the educational process based on the segmentation of the school contingent; application of criterion assessment technology; creation of digital educational resources; development of educational resources for teachers; creation of educational programs for teachers in the region. The implementation of the proposed training model will make it possible to create an educational space providing for the individualisation of educational trajectories and favourable conditions for interaction between students and teachers, productive learning of curricula, achievement of meta-subject results and improvement of information competence among schoolchildren.
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Uchegbue, Henrietta O., and Melvina N. Amalu. "An assessment of sex, school type and retention ability in basic technology achievement among senior secondary school students." Global Journal of Educational Research 19, no. 1 (June 26, 2020): 1–7. http://dx.doi.org/10.4314/gjedr.v19i1.2.
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Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education.
Keywords: gender, retention ability, achievement, technology, school type
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Boon, Richard T., Mack D. Burke, Cecil Fore, and Vicky G. Spencer. "The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms." Journal of Special Education Technology 21, no. 1 (December 2005): 5–15. http://dx.doi.org/10.1177/016264340602100101.
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This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.
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Wilson, P. Holt, Hollylynne Stohl Lee, and Karen F. Hollebrands. "Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology." Journal for Research in Mathematics Education 42, no. 1 (January 2011): 39–64. http://dx.doi.org/10.5951/jresematheduc.42.1.0039.
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This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.
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Inaltekin, Tufan. "Examining secondary students’ perceptions of the technology-based learning and teaching in science courses." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 71–83. http://dx.doi.org/10.18844/wjet.v12i2.4628.
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The aim of this research is to examine the perceptions of technology-based learning and teaching in the science courses of secondary school students. This research sample is made up of 396 students studying in the eighth grade of seven secondary schools in the center of Kars, Turkey. This research includes a case study design. As a data collection tool, an important technical drawing is used in the literature of science education to reveal the mental approaches of individuals against facts and events. Data are analysed through drawing analysis. This research reveals three key conclusions. First, it is understood that the perception of students in the eighth grade of secondary schools for the use of technology in existing science courses is largely composed of smart boards. Second, it is understood that the technological systems that students demand in science courses should be designed specifically in a way that they can use independently. Third, it has shown that smart boards among the technological systems are largely in the grip of science teachers, but students are not able to use these technological systems adequately in the courses.
Keywords: Science courses, secondary school students, technology-based teaching, drawing analysis.
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Karaoglan Yılmaz, Fatma Gizem, Ramazan Yılmaz, Hatice Yıldız Durak, and Hafize Keser. "Examination of students processes of searching information in education informatics network via eye tracking." World Journal on Educational Technology: Current Issues 11, no. 1 (February 6, 2019): 65–73. http://dx.doi.org/10.18844/wjet.v11i1.3987.
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The extensification activities of Education Informatics Network use in Turkey are in progress. The use and preferability of this education portal by teachers and students depend on various factors. One of these factors is usability. The purpose of this research is to make the usability analysis of the Education Informatics Network from the perspective of secondary school students. The participants of the study consist of 10 students who are from secondary school where the Movement of Enhancing Opportunities and Improving Technology is carried out. The data of the study were obtained from the eye-tracking method in the completion process of the authentic tasks given to the students and from the survey that was used to determine the demographic information. The results of the study show that the students completed the authentic task with success and they are able to reach the search results accurately and rapidly.
Keywords: Education informatics network, FATIH project, usability, eye tracking, information search behavior, secondary school students, human–computer interaction, interface design.
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Mork, Sonja M. "viten.no –digital teaching programs in science education." Nordic Studies in Science Education 2, no. 1 (December 7, 2012): 84–88. http://dx.doi.org/10.5617/nordina.452.
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viten.no is a web-based platform with digital teaching programs in science for secondary schooldeveloped by the Norwegian research and development project Viten (Jorde, Strømme, Sørborg,Erlien, & Mork, 2003). The Viten project is a collaboration between the University of Oslo, the Norwegian University for Science and Technology and the Norwegian Centre for Science Education. The Viten teaching programs are available for free, and no additional software is needed to use them. Students in grade 8-12 can work collaboratively on various science topics and each topic ranges in duration from 2-8 science lessons. Three types of programs are available, engaging students in: a) designing solution to problems, e.g. design a greenhouse for growing plants in a spaceship on its way to Mars, b) debating controversial issues, e.g. whether or not there should be wolves in the Norwegian wilderness, c) investigating scientific phenomena, e.g. radioactivity, gene-technology.
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Mullet, Dianna R., Todd Kettler, and AnneMarie Sabatini. "Gifted Students’ Conceptions of Their High School STEM Education." Journal for the Education of the Gifted 41, no. 1 (December 12, 2017): 60–92. http://dx.doi.org/10.1177/0162353217745156.
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This qualitative study was conducted to explore gifted students’ conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students’ retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students’ self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.
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Buelga, Sofía, Maria J. Cava, Gonzalo Musitu, and Eva Torralba. "Cyberbullying aggressors among Spanish secondary education students: an exploratory study." Interactive Technology and Smart Education 12, no. 2 (June 15, 2015): 100–115. http://dx.doi.org/10.1108/itse-08-2014-0025.
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Purpose – This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach – The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings – The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications – The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents’ responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisher et al. (2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable. Practical implications – It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment. Social implications – The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of this Journal. Originality/value – This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context.
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Lasica, Ilona-Elefteryja, Maria Meletiou-Mavrotheris, and Konstantinos Katzis. "Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece." Education Sciences 10, no. 4 (April 24, 2020): 121. http://dx.doi.org/10.3390/educsci10040121.
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The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.
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Kuzmina, Julia, and Martin Carnoy. "The effectiveness of vocational versus general secondary education." International Journal of Manpower 37, no. 1 (April 4, 2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.
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Purpose – The purpose of this paper is to examine the relative academic effectiveness of vocational education in three countries with early tracking systems: Austria, Croatia, and Hungary. Design/methodology/approach – The authors use an instrumental variables approach to estimate vocational education’s relative academic effectiveness in terms of achievement on an international test, the Organization for Economic Cooperation and Development’s Program of International Student Assessment (PISA), and two possible indicators of non-cognitive outcomes – self-efficacy in mathematics and intrinsic motivation in mathematics, both also available from the PISA student survey. Findings – The results show few, if any, differences in student gains from attending the vocational track in secondary school as opposed to the academic track. Specifically, the results show that attending the vocational or academic track results in similar achievement gains in the tenth grade and generally similar gains in self-efficacy and motivation in mathematics. Originality/value – The study is unique because in the three countries, the authors can use a fuzzy regression discontinuity approach based on school systems’ age entrance date rules to estimate the gain in test scores over an academic year and to compare the gain for students in the vocational and academic tracks. The results contradict almost all other studies by showing that in these countries student academic gains in vocational education are about the same as in the academic track.
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Abidin, Zaenal, Anuradha Mathrani, and Roberta Hunter. "Gender-related differences in the use of technology in mathematics classrooms." International Journal of Information and Learning Technology 35, no. 4 (August 6, 2018): 266–84. http://dx.doi.org/10.1108/ijilt-11-2017-0109.
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Purpose The use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices. Design/methodology/approach The study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia. Findings The findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences. Research limitations/implications Appropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology. Social implications This empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development. Originality/value The study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.
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Jodoin, Tiffani, and Lorayne Robertson. "Mobile Devices in the Gymnasium and Weight-Room." International Journal of Knowledge Society Research 5, no. 2 (April 2014): 43–57. http://dx.doi.org/10.4018/ijksr.2014040105.
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The research described here examines the introduction of class sets of tablet technology for two secondary school physical education specialists and the students in their physical education classes. The teachers' perceptions of student ease of use and issues encountered during the implementation are captured through guided discussions on an online platform. The research design is qualitative, capturing the teachers' descriptions of day-to-day issues and successes with the implementation. The study raises questions with respect to how implementation is theorized when teachers and students have out-of-school familiarity with the mobile technology and the learning curve is less steep. This study's findings confirm aspects of earlier research which identifies supports and barriers to technology implementation in education in general, and adds to understandings of potential uses and barriers for mobile technology in physical education classes.
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Micó-Amigo, Ester, and César Bernal Bravo. "Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education." IJERI: International Journal of Educational Research and Innovation, no. 14 (July 9, 2020): 134–46. http://dx.doi.org/10.46661/ijeri.4855.
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The meaning of knowledge through simulation implies knowing how to interpret everyday processes and situations. The knowing of mechanisms and technological operators involved, being competences that are worked with special attention in the Technology classroom and help to consolidate knowledge, awaken the interest of students and motivate them towards research in the field of science and technology, as well as their capacity for analysis and reasoning.
The research methodology is an action research, common to evaluative studies of educational innovation in training processes and improvement of professional practice. The selection of this teaching experience is due, on the one hand, to its innovation proposal integrating the methodological strategy of "Problem-Based Learning (ABP) being the backbone of the Technology area. On the other hand, the use of simulators, playing a fundamental role in the implementation of those processes embodied in projects that solve simple day-to-day problems. The emerging critical explanatory categories - selected for this work - have been; interest in solving technical problems, in robotics sessions, and programming simple mechanisms.
As a result, the design of educational experiences based on the simulation of mechanisms or processes through digital media awakens the interests of the students as well as other sensations and emotions linked to the great diversity of content developed in the computer room, highlight the themes current technological booming as programming, simulation of structures, mechanical movements or electrical and automatic circuits.
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Sun, Xia. "5G Joint Artificial Intelligence Technology in the Innovation and Reform of University English Education." Wireless Communications and Mobile Computing 2021 (September 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/4892064.
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This paper considers the issue of human subjectivity in the system of “5G + AI+Education” from the perspective of, on the one hand, the real need for the problems that gradually emerge in the new round of development and application of artificial intelligence, and a philosophical reflection on the application of artificial intelligence in specific fields, on the other hand. It is also a further examination of the issue of human subjectivity in the new context. On the other hand, it is also a further examination of the issue of human subjectivity in the new context of the times, which can also provide students with an immersive learning environment, and AI artificial intelligence and hologram technology can enhance students’ motivation. This paper shows the specific steps and implementation measures of “5G” technology into online oral teaching and provides a case study design to explore the new online oral teaching model, summarizing the advantages and proposing solutions to the shortcomings. The system visualizes each step of gesture recognition to facilitate students’ understanding. Students can experience the process of gesture recognition according to the guidance of the interactive interface, and then, the complex and abstract gesture recognition process is explained with a figurative example, which is conducive to primary and secondary school students’ deeper understanding and improved logical thinking. This will help primary and secondary school students to have a deeper understanding and improve their logical thinking skills. Finally, a comparison experiment is designed to verify the effectiveness of using this system to learn AI knowledge compared with traditional learning methods. The experimental results are analyzed to prove that using this system to learn AI knowledge is effective and helps improve users’ interest in learning and hands-on ability.
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Hussin, Hanipah, Pang Yee Jiea, Raja Norhafiza Raja Rosly, and Siti Rohana Omar. "INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 2 (March 19, 2019): 204–11. http://dx.doi.org/10.18510/hssr.2019.7222.
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Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education.
Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used.
Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning.
Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning.
Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.
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Sacco, Margherita Maria, Elena Liliana Vitti, and Alberto Parola. "Developing European Key Competences with Green Education." European Journal of Sustainable Development 9, no. 3 (October 1, 2020): 324. http://dx.doi.org/10.14207/ejsd.2020.v9n3p324.
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Building&Learning Project is action-research focused on the environmental consequences of technology. The didactic design is structured on the classic program proposed for the scholar discipline Technology for the first grade of secondary school; it tries to answer to the requirements of the National Plan for a Digital School (PNSD). Our first aim is to overcome the diktat “teach how to use the media” and reach the capacity to “teach with the media”, to avoid the danger of a “technocentric illusion” and to get the purpose to develop the competences proposed by Europe and Italy. Our teacher-researcher prepared every lesson to help the students to: a) get the disciplinary aim; b) understand the process and the consequences that every technology brings with itself; c) apply the theory in a practice activity. Every lesson is divided in two phases: the theoretical part is based on the method of Cooperative Learning, while the second part is a practice activity where students build with LEGO Education Kit a model that forecasts the application of the theory. After the first period, we introduced also a Story-telling part because the students showed great difficulty in expressing the theory explained.
Keywords: European key competences - Media Education – Cooperative Learning – Sustainability education – STEM
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Grigoriev, S. G., M. I. Podbolotova, and Z. R. Fedoseeva. "In-depth model of professionally oriented practice undergraduates in the conditions of network interaction in the direction of preparation «Pedagogical education» (Teacher secondary education)." Психологическая наука и образование 20, no. 5 (2015): 130–41. http://dx.doi.org/10.17759/pse.2015200512.
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The article presents an in-depth model of professionally oriented practice undergraduates in the conditions of network interaction in the direction of preparation “Pedagogical education” (Teacher secondary education), implemented by the Moscow city pedagogical University in the context of the strategies of modernization of pedagogical education. In accordance with the developed design scheme in proposed model reveals the methodological approaches, principles, modalities of implementation and the structural and functional components: motivational value, target, content, technology and assessment-effective. Special attention is paid to the specificity of certain types of in-depth professionally-oriented practice of undergraduates in higher education institutions, providing training for senior secondary General education, ensuring the realization of the ideas of a modular approach and conditions of network interaction. It is suggested to consider at least two factors determine educational outcomes of students of a magistracy: the content characteristics of qualification levels; the complexity of evaluation of the quality of training. Formulated own optics on understanding of essence of pedagogical supervision. Presents the design scheme of selecting the content of different practices.
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Çetin, Sümeyye. "General trends in master and doctorate thesis in the area of computer education and ınstructional technologies in Turkey." International Journal of Innovative Research in Education 2, no. 2 (April 5, 2016): 55. http://dx.doi.org/10.18844/ijire.v2i2.352.
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In this study, between 2010-2014, the general trend of master’s and doctoral theses in Computer Education and Instructional Technology and 1999-2010 years was to evaluate the situation based on changes between. The sample of the study are obtained from national thesis center at YOK website allowed 119 master's and doctoral theses. For this purpose, the subject of dissertation research and content analysis, methodology, research design, work environment, sample size, data collection and statistical analysis of questionnaires were examined. According to the obtained results, the most studied topics; student outcomes, method; experimental design of qualitative research methods, the working environment; CEIT undergraduate students, 31-100 participants, as data collection and inventory surveys as t-test was used for statistical analysis. Compared with the thesis published between the years 1999-2010; the work is not done or poorly done work on many issues, the working environment as it is to pursue university students from secondary education. It was found that increase using log for data collection and decrease using attitude scale.Keywords: educational technology, ınstructional technology, computer and ınstructional technology education, master's and doctoral theses, research trends
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., Akmal. "Public Policy and ICTs for Higher Education of Disabled Students in Indonesia." KnE Social Sciences 2, no. 4 (June 13, 2017): 51. http://dx.doi.org/10.18502/kss.v2i4.867.
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The Indonesian government’s policy on inclusive education determined that students with all type of disabilities (physical, mental and social) should be mainstreamed into general schools regardless post-secondary schools/colleges/universities. As a result, those disabled graduating from vocational high school should be satisfied with non-formal occupation. By improving their scientific enquiries through ICT aid, they could pursue further education in accounting, management, architecture, design graphics, translator, etc and enjoy formal occupations for a much better income. This paperexamines to what extent the government policies have or have not effectivelypromoted the rights of the disabled to higher education and training via the use of information communication technology. This paper draws on a survey of fivehigh schools for the disabled at Central Java and Yogyakarta with total of 170 students. It was found that there is no Presidential Decree or Ministerial Decree on post-secondary education /higher education of the disabled. Even the Presidential Decree No 75 of 2015 was oriented to the national action plan for the disabled (2015-2019) such as implementing the respect, protection, fulfillment, enforcement, and promotion of human rights in Indonesia.
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Shpet, V., Yu Ovchinnikov, and V. Yakunina. "Popularization and Organization of Skipping Classes in Secondary Schools." Profession-Oriented School 8, no. 1 (February 27, 2020): 39–43. http://dx.doi.org/10.12737/1998-0744-2020-39-43.
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Lessons of physical culture in modern secondary school include not only physical exercises and outdoor games, but also new sports, allowing to develop not only health technologies in a new format, but also health-saving education to make realistic. Students of secondary school № 25 in Sochi with pleasure in physical education lessons master fashionable fitness technology-skipping (jumping rope). Skipping rope as a sports attribute was known and loved by children of the Soviet era to increase motor activity in different amplitudes of movement, but then forgotten. Skipping rope allows you to develop coordination, develops endurance, helps to correct posture, develops flexibility of the body, it is also an excellent anaerobic exercise in order not to suffer from obesity. Research has shown that skipping is interesting for children of different ages in secondary schools, but is not popularized and promoted as a recreational, sports discipline that allows you to participate in competitions. Students of the Kuban State University of physical culture sports and tourism not only in the training processes themselves use skipping exercises, but also in the direction of biomechanics in design technologies promote skipping as a popular form of motor activity.
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Fadzil, Hidayah Mohd. "DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 8–18. http://dx.doi.org/10.33225/jbse/18.17.08.
Full textAbstract:
Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners’ perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology. Keywords: educational technology, infographic, pre-service science teachers, science education.
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Satsangi, Rajiv, Rachel Hammer, and Emily C. Bouck. "Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities." Remedial and Special Education 41, no. 5 (February 4, 2019): 309–20. http://dx.doi.org/10.1177/0741932518824974.
Full textAbstract:
As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.