Using the WWW for Teaching and Learning in K-12 Classrooms: What Are the Interesting Research Questions?

2000 ◽  
Vol 3 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Mark Windschitl
Keyword(s):  
Teaching And Learning ◽  
Research Questions ◽  
K 12

scholarly journals Teacher observations of programming affordances for K-12 mathematics and technology

2021 ◽  
Author(s):  
Niklas Humble
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Teacher Teams ◽  
Group Discussions ◽  
Teacher Observations ◽  
Programming Tools ◽  
Computing Skills ◽  
The Subject ◽  
Research Questions ◽  
K 12

AbstractWith future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.

scholarly journals Digital transformation in Swedish schools – Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives

Seminar.net ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 174-187
Author(s):  
Eva Mårell-Olsson ◽  
Peter Bergström
Keyword(s):  
School Choice ◽  
Teaching And Learning ◽  
Research Study ◽  
Digital Transformation ◽  
Strategic Leadership ◽  
Structured Interviews ◽  
Research Questions ◽  
One To One ◽  
K 12 ◽  
Empirical Material

This paper reports on a research study about principals’ strategic leadership and organisation of schools within established tablet-based one-to-one computing initiatives. The aim was to investigate how principals lead and guide one-to-one computing initiatives in K–12 education. The research questions focused on principals’ expressed intentions and their strategic leadership and organisation when implementing tablet-based one-to-one computing initiatives in Swedish schools. The empirical material was collected through semi-structured interviews with seven principals in five municipalities where the schools had used tablets for more than six months within a one-to-one computing initiative. The findings are organised by themes concerning one-to-one computing as a strategy to change teaching and working methods, using technology for adapting teaching and learning to every pupil’s needs, and strategies for organisation. The findings show that marketisation of schools (e.g. the school-choice reform) in combination with the annual presentation of national rankings have had an impact on the financial situations of schools because they receive a voucher for every attending pupil. The participating principals’ strategic leadership concerning their intentions and applied strategies on how to lead and organise the digitalised school are an attempt to meet the demands that the marketisation and digitalisation of Swedish schools requires.

Influence of Urbanization on Teaching and Learning of Agriculture for Enhance Skill Acqusition in Ebonyi State.

2019 ◽  
pp. 263-269
Author(s):  
Nwakwengu S.A. ◽  
Aneke C.U.
Keyword(s):  
Data Collection ◽  
Skill Acquisition ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Agricultural Science ◽  
Urban Migration ◽  
Urban Settlement ◽  
Public Secondary School ◽  
Research Questions ◽  
Senior Secondary

The main purpose of this study was to determine the influence of urbanization in teaching and learning of agriculture in Ebonyi State. The study was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population was 397 which comprised 261 teachers of agricultural science in Ebonyi State and 136 senior secondary three students from 5 public secondary school in Abakiliki, Ebonyi State. No sampling was done due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded reliability index of 0.85 indicating that the instrument was suitable for data collection. The questionnaire was distributed by the researcher and three trained research assistants. Out of 397 copies distributed 383 were properly filled and returned representing 96.47 percent return rate. Mean and standard deviation were used to answer the research questions and t-test statistics was used to test the null hypotheses. Based on the data analysis, it was found that urbanization affects the quality of teachers in rural schools due to rural urban migration, increases the rate of agricultural teacher‟s turnover in teaching and reduces government attention to agricultural science teaching facilities in urban areas. Recommendations were made among, others that Government should be make teaching of skill acquisition in urban settlement to be attractive to the students and teachers should make instruction facilities to meet the needed skills and contemporary issues in urban settlement to the students.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Competency Needs of Business Educators in Osun State Secondary Schools, Nigeria

2020 ◽  
Vol 13 (2) ◽  
pp. 80
Author(s):  
David Oluseyi Oyerinde ◽  
Onnoh Godwin Onajite ◽  
Adebayo Mattew Aina
Keyword(s):  
Teaching And Learning ◽  
Essential Elements ◽  
Competency Assessment ◽  
Ict Skills ◽  
Business Educators ◽  
Descriptive Research ◽  
Research Questions ◽  
And Performance ◽  
Practical Demonstration ◽  
Assessment Questionnaire

Competency is one of the essential elements in teaching. It also determines the effectiveness of teachers during the teaching and learning process and performance of students. The study therefore investigated the competency needs of business educators in Osun State with a view to know those competencies that are needed but not possessed. Descriptive research design of survey type was adopted for the study. The population was 613 business educators out of which 300 was sampled using simple and stratified random sampling techniques. A self-design 20-item questionnaire titled “Teachers’ Competency Assessment Questionnaire (TCAQ)” was used to collect data for the study. The instrument was constructed on 4-point scale. The instrument was validated by two experts. The reliability of the instrument was established using Cronbach alpha and this yielded reliability co-efficient of 0.78. The research questions raised were answered using the means scores. Any item with a mean score greater than or equal to 2.50 suggests moderate possession, item with mean score ranging from 1.50 to 2.49 suggests fairly possession while item with mean score of 1.49 or below suggests not possession. Findings of the study revealed that out four competencies assessed, two were moderately possessed (planning of instruction and classroom instruction skills) one was fairly possessed (practical demonstration skills) while the remaining one was not possessed (ICT skills). It was recommended among others that government and relevant agencies need to organize series of training for business educators to acquire the needed skills.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Learning Trigonometry Using GeoGebra Learning Module: Are Under Achiever Pupils Motivated?

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Muhammad Hafizhuddin Abdul Rahman ◽  
Marzita Puteh
Keyword(s):  
Teaching And Learning ◽  
Instructional Material ◽  
Learning Module ◽  
Learning Mathematics ◽  
Explanatory Mixed Methods ◽  
Motivation Level ◽  
Research Questions ◽  
Dynamic Software ◽  
Level Of Motivation ◽  
Learning Concept

Under achiever pupils were found to have low motivation level in learning mathematics. Pupils avoid Trigonometry and consider this topic as tough for them to master. The objective of this research is to measure under achiever motivation level towards Teaching and Learning (T&L) Trigonometry II topic using GeoGebra Learning Module (GLM). This research has used explanatory mixed methods which is survey and interview to answer the research questions. Pupils were exposed to GLM in Trigonometry II topics for a duration of two weeks. Motivation level are measured using questionnaire adapted from Instructional Material Motivational Scale (IMMS). Five pupils then were interviewed by the researcher to gauge pupils motivation towards GLM. Respondents are from 21 under achiever pupils from one intact class in Muar, Johor. Data analysis showed overall pupils’ motivation level are high (M = 4.16, SD = .279). The level of motivation of pupils for each subscale in ascending order is the Confidence (M = 3.92, SD = .268), Relevant (M = 4.07, SD = .357), Attention (M = 4.25, SD = .320), and Satisfaction (M = 4.50, SD = .436). Girls are significantly motivated [t (19) = 2,401, p <0.05, r = 1.07] compared to boys in using GLM. Result from the interviews were found similar to the surveys result. Pupils were found to be attracted to self access learning concept and slider function in the learning process. It is recommended that mathematics teachers should use GeoGebra by developing learning module that combine mathematics dynamic software and written module to help under achiever pupils further improve their motivation in T&L.  

scholarly journals Cloud Computing and K-12 School IT Infrastructure in Western Canada: From Challenges to Opportunities

2018 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Peter Holowka
Keyword(s):  
Cloud Computing ◽  
School Districts ◽  
Teaching And Learning ◽  
Geographical Area ◽  
Transformation Model ◽  
School Level ◽  
Western Canada ◽  
It Infrastructure ◽  
K 12 ◽  
Computing Infrastructure

This paper is based on the findings of an exhaustive study of all 75 large K-12 districts in Canada's three western-most provinces: British Columbia, Alberta, and Saskatchewan.  This study encompassed over 1.1 million students and a geographical area of 2,258,483 square kilometers.  Facilitating teaching and learning activities for so many students across such a large territory, with diverse provincial regulations, is an impressive feat achieved by the information technology leaders of the K-12 school districts.  Multiple case study analysis, followed by correlation analysis, were used to explore the nature of IT infrastructure and cloud computing use in Western Canada.  A data transformation model mixed methods triangulation design methodology was used.  This paper discusses the strategies used in Western Canada to deliver educational technology resources through to students, teachers, parents, and district staff.  The findings of this study are that cloud computing is the primary IT infrastructure in Western Canadian K-12 education.  All school districts in the three provinces studied use cloud computing for some aspects of their infrastructure.  In instances where cloud computing infrastructure is not used, school-level LAN and server infrastructure is used.  In addition to being an alternative to cloud computing, the rare instances of school-level server use are either to supplement or complement a district’s centralized cloud computing infrastructure, with cloud computing infrastructure existing in parallel.

scholarly journals Teaching and Learning Within Inter-Institutional Spaces: An Example from a Community-Campus Partnership in Teacher Education

2019 ◽  
Vol 5 (1) ◽  
pp. 37-55
Author(s):  
Cher Hill ◽  
Paula Rosehart ◽  
Sue Montabello ◽  
Margaret MacDonald ◽  
Don Blazevich ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Common Ground ◽  
Graduate Program ◽  
Institutional Practices ◽  
University Partnerships ◽  
University Communities ◽  
Dialogic Inquiry ◽  
K 12 ◽  
Institutional Space

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper. 

scholarly journals Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts

2021 ◽  
pp. 203-218
Author(s):  
Angela Elkordy ◽  
Jessica Iovinelli
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Digital Transformation ◽  
Interconnected Systems ◽  
Learning Goals ◽  
The People ◽  
Order Change ◽  
Second Order Change ◽  
K 12

AbstractOn the surface, adopting technology presents itself as a technical issue. Yet, the real challenge of digital transformation in educational contexts necessitates a second-order change to disrupt and realign interconnected systems. A significant component of digital transformation in K-12 schools is an understanding of the unique affordances of digital tools and technologies and how these can be leveraged to align with learning goals and targets to impact teaching and learning in new ways. While there are several models for innovation diffusion and technology adoption in K-12 contexts, they fall short, particularly in describing the nature and interactions of these interconnected systems. These aspects of technology implementation remain a mystery. As a result, efforts to enact change in K-12 organizations often fall short due to a lack of understanding of context, inadequate goal-setting, insufficient professional development and personalized supports to build capacity, and a failure to evaluate progress. In K-12 educational settings, the people, the competencies, and the culture, alongside the strong leadership, resources, and organizational context, are all essential to effect sustainable change. We propose a model for digital transformation that considers all of these factors and interconnected systems.

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