scholarly journals Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 81-89 ◽  
Author(s):  
Cristóbal Suárez-Guerrero ◽  
Carmen Lloret-Catalá ◽  
Santiago Mengual-Andrés
Keyword(s):  
Primary Schools ◽  
Participant Observation ◽  
Project Based Learning ◽  
Learning Assessment ◽  
Educational Objective ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Autonomous Communities ◽  
Teachers Perceptions

This study examines the transformation of classroom dynamics brought about by the use of tablets for educational purposes. The empirical bases of this study were defined by the “Samsung Smart School” project, which was developed by Samsung and Spain’s Ministry of Education during academic year 2014-15, in which teachers and 5th and 6th year students attending 15 primary schools across several Autonomous Communities in Spain were provided with tablets. The research sample comprised 166 teachers. A qualitative analysis strategy was applied by means of: a) non-participant observation, b) focus groups, c) semi-structured interviews with teachers, and d) content analysis of teaching units. These techniques enabled us to extract and examine six dimensions of teaching (educational objective, teaching approach, organization of content and activities, teaching resources, space and time, and learning assessment). Our findings show that teachers tend to apply a transversal approach when using tablets to work on different competencies, focusing more on activities than on content through the use of apps. They reclaim the act of play as part of the learning process, and tablet use encourages project-based learning. To sum up, this study shows that teachers view tablets not only as a technological challenge, but also as an opportunity to rethink their traditional teaching models. El presente estudio examina la trasformación de la dinámica del aula a través del uso educativo de las tabletas. La base empírica de este estudio se enmarca en el proyecto «Samsung Smart School», desarrollado entre Samsung y el Ministerio de Educación de España en el curso 2014-15. Se dotó de tabletas a profesores y alumnos de aulas de 5º y 6º de primaria de 15 centros de Educación Primaria de distintas comunidades autónomas del territorio Español. En suma el estudio se llevó a cabo con una muestra comprendida por 166 docentes. Se empleó una estrategia analítica cualitativa mediante: a) observación no participante, b) grupos focales, c) entrevistas semiestructuradas al profesorado y d) análisis de contenido de unidades didácticas. Dichas técnicas permitieron abordar el estudio de seis dimensiones pedagógicas (finalidad educativa, enfoque pedagógico, organización de contenidos y actividades, recursos didácticos, espacio y tiempo y evaluación del aprendizaje). Los hallazgos evidencian la tendencia del profesorado a trabajar con tabletas de forma transversal distintas competencias, centrarse en las actividades más que el contenido a través de las apps, asumir el reto de recuperar el juego como parte del aprendizaje y poner en práctica el aprendizaje basado en proyectos. En suma, la principal evidencia es que los docentes entienden la tableta no solo como un reto tecnológico, sino como la oportunidad para repensar sus modelos pedagógicos tradicionales.

Kepemimpinan Spiritual Kepala Sekolah dalam Menanamkan Budaya Religius di Sekolah Dasar Negeri Jurangsapi 1, Tapen, Bondowoso

2020 ◽  
Vol 1 (1) ◽  
pp. 53-62
Author(s):  
Mokhamad Yaurizqika Hadi ◽  
Nur Ittihadatul Ummah
Keyword(s):  
Primary Schools ◽  
Participant Observation ◽  
Spiritual Leadership ◽  
Religious Culture ◽  
Religious Schools ◽  
Religious Activities ◽  
Structured Interviews ◽  
Spiritual Leader ◽  
Stake Holder ◽  
School Standard

This study discusses the Principal's Spiritual Leadership in Instilling Religious Culture in Jurangsapi 1 Elementary School, Tapen District, Bondowoso Regency. The principal is one of the important factors that determines school success because the principal is a vital organ in the school ecosystem, especially in public primary schools that have fewer religious activities than religious or religious schools so it needs to be balanced with the inculcation of religious culture so that religious values ​​remain embedded in students. This study aims to determine: (1) Principal's spiritual leadership in vision aspects in instilling religious culture (2) Principal's spiritual leadership in altruistic love in instilling religious culture (3) Principal's spiritual leadership in hope (aspects hope) in instilling religious culture. Data collection techniques using semi-participant observation, semi-structured interviews and documentation. Analysis of the data used is the qualitative data analysis of Milles and Huberman's interactive models, while the validity of the data used is the triangulation of sources and techniques. The results of this study indicate that: (1) Principal's Spiritual Leadership in the Aspect of Vision in Embedding Religious Culture ie the principal as a spiritual leader in instilling religious culture shows a vision of a strong spiritual leadership by involving all school stakeholders , defines the purpose of the school as the ideals of the principal, as well as encouraging expectations in a superior school standard, namely state primary schools with religious nuances. (2) Principal's Spiritual Leadership in the Altruistic Love Aspect in Instilling Religious Culture, namely the Principal as a spiritual leader promotes altruistic love (3) The Principal's Spiritual Leadership in the Hope Aspect (Instilling) in Instilling Religious Culture. The principal as a spiritual leader in realizing his ideals shows strong expectations. Penelitian ini membahas tentang Kepemimpinan Spiritual Kepala Sekolah dalam Menanamkan Budaya Religius di Sekolah Dasar Negeri Jurangsapi 1 Kecamatan Tapen Kabupaten Bondowoso. Kepala sekolah merupakan salah satu faktor penting yang menentukan keberhasilan sekolah karena kepala sekolah adalah organ vital dalam ekosistem sekolah, terlebih pada sekolah dasar negeri yang memiliki kegiatan agama lebih sedikit dibanding sekolah agama atau keagamaan sehingga perlu diimbangi dengan penanaman budaya religius agar nilai-nilai agama tetap tertanam pada diri peserta didik. Penelitian ini bertujuan untuk mengetahui: (1) Kepemimpinan spiritual kepala sekolah aspek visi (vision) dalam menanamkan budaya religius (2) Kepemimpinan spiritual kepala sekolah aspek cinta altruistik (altruistic love) dalam menanamkan budaya religius (3) Kepemimpinan spiritual kepala sekolah aspek harapan (hope) dalam menanamkan budaya religius. Teknik pengumpulan data menggunakan jenis observasi semi partisipan, wawancara semi terstruktur dan dokumentasi. Analisis data yang digunakan yaitu analisis data kualitatif model interaktif Milles dan Huberman, sedangakan keabsahan data yang digunakan adalah triangulasi sumber dan teknik. Hasil dari penelitian ini menunjukan bahwa : (1) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Visi (vision) dalam Menanamkan Budaya Religius yakni kepala sekolah sebagai pemimpin spiritual dalam menanamkan budaya religius menunjukan visi (vision) kepemimpinan spiritual yang kuat dengan mengikut sertakan seluruh stake holder sekolah, mendefinisikan tujuan sekolah sebagai cita-cita kepala sekolah, serta mendorong harapan pada standart sekolah yang unggul yaitu sekolah dasar negeri yang bernuansa religius. (2) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Cinta Altruistik (altruistic love) dalam Menanamkan Budaya Religius yakni Kepala sekolah sebagai pemimpin spiritual mengedepankan cinta altruistik (3) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Harapan (hope) dalam Menanamkan Budaya Religius. Kepala sekolah sebagai pemimpin spiritual dalam mewujudkan cita-citanya menunjukan harapan yang kuat. Kata Kunci: kepemimpinan spiritual kepala sekolah, budaya religious, sekolah dasar

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

scholarly journals Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

2021 ◽  
Vol 7 (3) ◽  
pp. 473-485
Author(s):  
Sizwe Blessing
Keyword(s):  
Active Learning ◽  
Mathematics Teachers ◽  
Time Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Case Study Research ◽  
Assessment For Learning ◽  
Structured Interviews ◽  
Learner Participation

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

scholarly journals TEACHERS’ PERCEPTIONS OF THE CONSEQUENCES OF INTERPERSONAL CONFLICT: A CASE STUDY IN THREE PRIMARY SCHOOLS

2013 ◽  
Vol 8 (1) ◽  
pp. 25-41
Author(s):  
Gerard Cain ◽  
André du Plessis
Keyword(s):  
Personal Growth ◽  
Primary Schools ◽  
Basic Education ◽  
Negative Impact ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Perceived Consequences ◽  
Formed Part ◽  
Dysfunctional Conflict

The purpose of this qualitative intrinsic interpretive case study, which formed part of a larger Master in Education Study, is to report on the perceptions of teachers in three primary schools regarding the consequences of conflict among educators. Fifty nine educators, including principals, participated in this study that utilised an open-ended questionnaire, semi-structured interviews and focus-group interviews. The rationale for this study was to ascertain what the perceived consequences of conflict are, in order that these schools as well as the district office of the Department of Basic Education could have a sense of what the perceived consequences are as portrayed by the participants. Hence, participants were able to tell their stories through using text and voice. The findings suggest that the consequences of conflict can be categorised as functional (positive) and dysfunctional (negative) outcomes, each with subsidiary themes. Overall, conflict was experienced as a negative force in general, that is perceived as causing defiant attitudes, intolerance, poor cooperation and teamwork, poor relationships, division of unity, poor morale and work ethic, has a negative impact on wellness, leads to absenteeism and ultimately adversely impact on the learners’ learning. On the other hand the positive consequences were improved relationships among staff, greater understanding, improved attitudes, positive change and even personal growth. Keywords: Conflict, conflict theories, consequences, dysfunctional conflict, functional conflict

scholarly journals Teaching Ecosystem Design: Teachers’ Satisfaction with the Integrated Course Service System

2019 ◽  
Vol 9 (3) ◽  
pp. 232
Author(s):  
Meng-Hua Li ◽  
Ming-Chien Hung ◽  
Wen-Hsu Hsian ◽  
Won-Fu Heung ◽  
Mai-Lun Chiu ◽  
...  
Keyword(s):  
High Schools ◽  
Primary Schools ◽  
Service System ◽  
Teaching Experience ◽  
Ease Of Use ◽  
School Level ◽  
Ministry Of Education ◽  
Learning Networks ◽  
Online Behavior ◽  
Teaching Resources

In order to support teachers preparing their teaching resources, a teaching ecosystem for developing an online service system to acquire teaching materials, the Ministry of Education (MOE) in Taiwan, implemented an Integrated Course Service System (ICSS) to assist teachers in searching for instructional resources from distributed Educational Six Learning Networks (ESLN) of MOE. The study designed the ICSS and developed an instrument to investigate the satisfaction for the teachers of primary schools, junior high schools and senior high schools. By analyzing 253 teachers, the results show that demographics, such as age, school level, teaching experience and position, have significant effects on the ICSS satisfaction. Further, the teachers were found to be satisfied with the system content, system accuracy, report format, ease of use, system timeliness and community building offered by the ICSS that helps us to understand the teachers’ online behavior in more detail for the popularization of the course service system.

scholarly journals The Effect of EFL Teachers’ Training in Rural West China: Evidence From Phonics-oriented Program

2018 ◽  
Vol 11 (3) ◽  
pp. 40
Author(s):  
Yeqin Kang ◽  
Lijuan Liang
Keyword(s):  
Training Program ◽  
Teacher Development ◽  
Primary Schools ◽  
Compulsory Education ◽  
Ministry Of Education ◽  
West China ◽  
English Curriculum ◽  
Teachers Perceptions ◽  
Long Run ◽  
Efl Teachers

China has launched a nation-wide project of learning English as a “core” subject starting from the third grade in primary schools after the Ministry of Education (MOE) issued National English Curriculum Standards for Compulsory Education at the beginning of this century. However, EFL teachers are far from sufficient in rural schools, and thus students are in a more disadvantageous position compared to their peers in the urban area. To meet this need, many Zhuangang teachers are employed after being trained. This study examined a phonics-oriented training program in which scholars and practitioners cooperated to train EFL teachers and prospective trainers in rural west China. The current study collected data about EFL teachers’ perceptions on the effect of this program and student achievement. The results showed that the training program was quite effective with EFL teachers regarding the program as helpful and students obtaining significantly better scores. These findings indicate that phonics-oriented professional support system is a good way to make teacher development sustainable in the long run.

Leadership and school success: Barriers to leadership in Botswana primary and secondary schools

2017 ◽  
Vol 47 (3) ◽  
pp. 443-456
Author(s):  
Bernard Moswela ◽  
Keonyatse Kgosidialwa
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Success ◽  
School Leaders ◽  
Management Team ◽  
Senior Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Democratic Leadership ◽  
The Subject

This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.

scholarly journals Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

2020 ◽  
Vol 10 (6) ◽  
pp. 335
Author(s):  
Huma Akram ◽  
Yingxiu Yang ◽  
Naseer Ahmad ◽  
Sarfraz Aslam
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
English Language ◽  
Educational Practice ◽  
Language Teachers ◽  
English Learning ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
English Literacy

Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents&rsquo; interest and inadequate teachers&rsquo; training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.

scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Author(s):  
Vasileios Pavlou ◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

scholarly journals The Linguistic Integration of Refugees in Italy

2019 ◽  
Vol 8 (10) ◽  
pp. 284 ◽  
Author(s):  
Bianco ◽  
Ortiz Cobo
Keyword(s):  
Language Learning ◽  
Participant Observation ◽  
Language Teachers ◽  
Structured Interviews ◽  
Council Of Europe ◽  
Italian Language ◽  
Teachers Perceptions ◽  
Language Courses ◽  
Linguistic Integration ◽  
Final Consideration

The creation of laws regarding the linguistic integration of migrants has contributed to the change in Italian language teaching, which has had to adapt its materials and methodology to migrants. However, the specific case of refugees has not been specifically assessed, with the exception of experimentation with the Council of Europe toolkit for refugees. This paper aimed to study the linguistic integration of adult refugees in Italy by conducting an ethnography through participant observation and semi-structured interviews between Italian language teachers and refugees. The results of this work show both the teachers’ perceptions of the refugees’ linguistic integration and the refugees’ perceptions of linguistic integration practice. The conclusions highlight the need for more hours of Italian language courses as well as lessons based on specific integration needs. Moreover, this study emphasizes that the integration practice itself implies language learning. A final consideration is made concerning the current integration situation of refugees in Italy.

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