scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

scholarly journals Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences

2021 ◽  
Author(s):  
Sofie Lindeman ◽  
Maria Svensson ◽  
Ann-Britt Enochsson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Digital Tools ◽  
Digital Competence ◽  
Learning And Development ◽  
Childhood Education ◽  
Teachers Experiences ◽  
Research Questions

AbstractThe aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.

Main Characteristics of Digital Tools and Their Application in Training

2021 ◽  
Vol 9 (2) ◽  
pp. 52-60
Author(s):  
Ivelina Velcheva
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Traditional Classroom ◽  
Digital Tools ◽  
Digital Content ◽  
Digital Competence ◽  
Collaboration Skills ◽  
Innovative Thinking ◽  
Competence Framework ◽  
Positive Effect

The following work is devoted to the description of various digital tools which could transform the traditional classroom into in innovative one successfully. The tools are suitable for implementation in the learning process (both in the traditional form of learning and in distance learning), as a prerequisite for increasing the knowledge, skills and competencies of students. For teachers, they are another additional instrument for including the interactivity in the learning process, for attracting students' attention and increasing their motivation. The presented technologies are consistent with many of the recommendations set out in the European Digital Competence Framework (DigComp) and in Framework for 21st Century Learning. The included tools are related to the development of communication and collaboration skills, the creation of digital content, the development of critical thinking and problem solving, and the development of creativity and innovative thinking. Teachers who have passed the qualification course apply them regularly in the learning process and notice their positive effect on students.

A model of the mechanical design process based on empirical data

1988 ◽  
Vol 2 (1) ◽  
pp. 33-52 ◽  
Author(s):  
David G. Ullman ◽  
Thomas G. Dietterich ◽  
Larry A. Stauffer
Keyword(s):  
Problem Solving ◽  
Detailed Analysis ◽  
Conceptual Design ◽  
Design Process ◽  
Empirical Data ◽  
Mechanical Design ◽  
Level Of Detail ◽  
Cad Tools ◽  
Design Alternatives ◽  
Key Features

This paper describes the task/episode accumulation model (TEA model) of non-routine mechanical design, which was developed after detailed analysis of the audio and video protocols of five mechanical designers. The model is able to explain the behavior of designers at a much finer level of detail than previous models. The key features of the model are (a) the design is constructed by incrementally refining and patching an initial conceptual design, (b) design alternatives are not considered outside the boundaries of design episodes (which are short stretches of problem solving aimed at specific goals), (c) the design process is controlled locally, primarily at the level of individual episodes. Among the implications of the model are the following: (a) CAD tools should be extended to represent the state of the design at more abstract levels, (b) CAD tools should help the designer manage constraints, and (c) CAD tools should be designed to give cognitive support to the designer.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals Travellers of the Caribbean: Positioning Brasília in Haitian migration routes through Latin America

2020 ◽  
Vol 17 ◽  
Author(s):  
Gustavo Dias ◽  
João Carlos Jarochinski Silva ◽  
Sidney Antonio da Silva
Keyword(s):  
Latin America ◽  
Focus Groups ◽  
Empirical Data ◽  
Ethnographic Study ◽  
Structured Interviews ◽  
Migration Routes ◽  
Linear Movement ◽  
The Caribbean ◽  
Border Controls ◽  
Latin America Countries

Abstract This paper examines how Haitian migration connecting Haiti to Brasília is enacted through Latin America. The empirical data come from an ethnographic study of Haitians in Brasilia. Semi-structured interviews and focus groups were conducted with 34 migrants to reconstruct their mobilities. We explore how the Haitians’ historical practice of living on the move has enabled them to deal with border controls and develop tactics to circulate through several Latin America countries, including Brazil. We argue that their migration to the Brazilian capital can neither be understood as a linear movement characterized by an established Haiti-Brasilia connection nor defined as movement to a place where these migrants attempt to settle down. Rather, we show that the recent presence of Brasilia in the mobility of these Haitians has to be understood in the context of a vast dynamic meshwork of places, people and information.

scholarly journals What is Crafts Entrepreneurship? The Development of its Definition Through Entrepreneurs` and Consumers` Perceptions

2021 ◽  
Author(s):  
Anzelika Smagina ◽  
◽  
Iveta Ludviga ◽  
Keyword(s):  
Empirical Study ◽  
Empirical Data ◽  
General Public ◽  
Qualitative Methodology ◽  
Creative Industries ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Survey Questions ◽  
Daunting Task ◽  
Definition Of

Defining craft entrepreneurship has been a challenge for many scholars and researchers in different countries. Not only because of the multidimensional nature of entrepreneurship, but also because of the differences in national regulations setting boundaries for each sector of the economy. Thus, in some countries, craft is a part of the Creative Industries, but in others it is considered as an independent sector of the economy. Understanding what craft is and how craft products can be differentiated and defined has also been a daunting task. Thus, consolidating theoretical knowledge on entrepreneurship and craft entrepreneurship gained from the literature with the results of an empirical study carried out among craft entrepreneurs and consumers of craft products, this study aims to conceptualize craft entrepreneurship and to develop propositions for the definition of craft entrepreneurship by integrating the meaning attributed to craft entrepreneurship and its specifics by craft entrepreneurs with the perception and meaning assigned to craft products and services by consumers. This study applies qualitative methodology and data gathered using semi-structured interviews and open-ended survey questions. 20 craft entrepreneurs represent a perspective of entrepreneurs about entrepreneurship and its specifics in the craft sector, whereas 445 consumers reflect the opinion of the general public about craft and craft-related products. The results of the study indicate that craft entrepreneurship is undoubtedly connected to handmade products, national traditions, small ventures and craft markets and fairs, where craft entrepreneurs commercialize their produce. Although numerous scholars have already attempted to conceptualize craft entrepreneurship theoretically, the contribution of this study is in its integrated application of theoretical and empirical data reflecting the perspectives of entrepreneurs and consumers.

scholarly journals Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving

2020 ◽  
Vol 11 (1) ◽  
pp. 73-82
Author(s):  
A.Wilda Indra Nanna ◽  
Enditiyas Pratiwi
Keyword(s):  
Problem Solving ◽  
Primary Education ◽  
Qualitative Method ◽  
Thought Processes ◽  
Structured Interviews ◽  
Mathematical Objects ◽  
New Findings ◽  
Mathematical Problems ◽  
Ways Of Thinking ◽  
Descriptive Qualitative

Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. 

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

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