scholarly journals Educators’ perceptions of technology integration into the classroom: a descriptive case study

2019 ◽  
Vol 12 (3) ◽  
pp. 236-249
Author(s):  
Rita J. Hartman ◽  
Mary B. Townsend ◽  
Marlo Jackson
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Teaching And Learning ◽  
School Level ◽  
High School Level ◽  
Content Type ◽  
Descriptive Case Study ◽  
Level Of Confidence ◽  
Integrating Technology

Purpose The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

Transformations of the Concept of Linear Function in Technological High Schools

2018 ◽  
pp. 408-429
Author(s):  
Rebeca Flores Garcia
Keyword(s):  
Linear Function ◽  
Research Method ◽  
Teaching And Learning ◽  
Algebraic Thinking ◽  
School Level ◽  
High School Level ◽  
Practical Research ◽  
Concept Of Function ◽  
Different Sources

The results shown in the following chapter come from a research that shows some of the transformations of the concept of linear function observed from its definition in mathematics when facing the written, intended and enacted curriculum. This study was developed in technological high school level, with the participation of three teachers of mathematics, who were teaching the course called Functions and Algebraic Thinking. A case study was considered as a practical research method to carry out the investigation, adopting various processes to gather evidence to describe, verify or create theory. Different sources of evidence were used to gather and analyze information, such as: the official program of the course, three textbooks, class recordings and the application of a questionnaire. The results show transformations in both, the concept of function and the concept of linear function, pointing out, in this way, an educational problem that should be solved by modifying not only the concept, but also the teaching and learning of it.

Discovering inspiring teaching: immersive models of staff development

2014 ◽  
Vol 22 (3) ◽  
pp. 240-254 ◽  
Author(s):  
Claire Hennessy ◽  
Gill Adams ◽  
Elizabeth Mahon ◽  
Sarah Nixon ◽  
Andrea Pratt ◽  
...  
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Teaching Staff ◽  
Content Type ◽  
Descriptive Case Study ◽  
And Training ◽  
Practical Implications ◽  
Staff Practice

Purpose – The purpose of this paper is to outline an innovative method of delivering staff development in an higher education (HE) setting. The paper evaluates the processes behind the “Focus on Inspiring Teaching” week and outlines its initial impact on staff. Design/methodology/approach – This is a descriptive case study which highlights how an immersive staff development event can be used to enable HE teaching practitioners to utilise more inspiring approaches to teaching and learning. The paper draws on questionnaire evaluations (n = 43). Findings – The paper highlights how staff development events can be used to foster communities of practice for teaching staff. For this to be successful, staff needs to be committed to reflecting on their own practice and be sufficiently engaged to partake actively of staff development events. By establishing these communities, inspiring practice in teaching can be developed with successful outcomes. The paper outlines a model for staff development which could be established in other HE settings. Practical implications – Immersive staff development events are effective in achieving sustainable impact. To achieve success effective leadership and a team of committed teaching staff are needed. Success was also fostered by not making sessions compulsory whereby the staff could opt in for sessions to fit around teaching schedules. Originality/value – This paper will be of interest to those working in staff development and training and academic managers. It indicates how immersive staff development can have a positive impact on staff practice to bring about improvements to the student experience.

scholarly journals Improving Students Writing Anecdote Skill Through Scientific Method In The First Grade Students Of SMAN 3 Praya

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Evi Safitri Yulandari
Keyword(s):  
Scientific Method ◽  
Teaching And Learning ◽  
First Grade ◽  
Teaching Writing ◽  
School Level ◽  
Learning Activity ◽  
Ministry Of Education ◽  
High School Level ◽  
Questionnaire Form

This study was aimed to know the writing anecdote skill in the first grade students of SMAN 3 Praya, the researcher chose the anecdote as the material because there are 13 kind of text in English, but anecdote is rarely taught by the teacher whereas anecdote is interesting story about a real incident or person and the students may interested when they learn about anecdote text. This research used scientific method, The term “Scientific Method” gained its popularity in the field of education in Indonesia when Curriculum 2013 was launched by Ministry of Education and Culture in 2013, It is explicitly stated in the curriculum that, with its excellences, the scientific method is very important for a better quality of teaching and learning to develop students’ affection, knowledge, and skills. The researcher did a qualitative case study with the total 30 students’ involved as well as participant. This study used several data instrument in gathering the data dealing with the question of the study, i.e: observation, interview and questionnaire form to collect the data in a case study to explore (1.) whether or not the teacher is able to implement scientific method to teach writing anecdote skill; (2) how the teacher interprets scientific method; (3) the students’ perception toward anecdote text and scientific based learning activity. This research might be the window for further studies or reference to explore the potential benefit and challenge of scientific method in teaching writing anecdote text, particularly for senior high school level.

Transformations of the Concept of Linear Function in Technological High Schools

2017 ◽  
pp. 238-259
Author(s):  
Rebeca Flores Garcia
Keyword(s):  
Linear Function ◽  
Research Method ◽  
Teaching And Learning ◽  
Algebraic Thinking ◽  
School Level ◽  
High School Level ◽  
Practical Research ◽  
Concept Of Function ◽  
Different Sources

The results shown in the following chapter come from a research that shows some of the transformations of the concept of linear function observed from its definition in mathematics when facing the written, intended and enacted curriculum. This study was developed in technological high school level, with the participation of three teachers of mathematics, who were teaching the course called Functions and Algebraic Thinking. A case study was considered as a practical research method to carry out the investigation, adopting various processes to gather evidence to describe, verify or create theory. Different sources of evidence were used to gather and analyze information, such as: the official program of the course, three textbooks, class recordings and the application of a questionnaire. The results show transformations in both, the concept of function and the concept of linear function, pointing out, in this way, an educational problem that should be solved by modifying not only the concept, but also the teaching and learning of it.

scholarly journals EVALUASI SEKOLAH SATU ATAP TERPADU DENGAN MENGGUNAKAN ANALISIS SWOT-ANALYTIC NETWORK PROCESS (STUDI KASUS DI KABUPATEN PURWAKARTA)

2019 ◽  
pp. 271
Author(s):  
Abi Revyansah Perwira ◽  
Bayu Kharisma
Keyword(s):  
Junior High School ◽  
Swot Analysis ◽  
Analytic Network Process ◽  
School Level ◽  
High School Level ◽  
Delegation Of Authority ◽  
Network Process ◽  
One Stop ◽  
Junior High School Level

Abstract: Integrated One-Stop School Evaluation Using Analysis SWOT-Analytic NetworkProcess (Case Study in Purwakarta Regency). One way to reduce dropout rates is through aSekolah Satu Atap Terpadu. One of the regencies in West Java that has organized a SekolahSatu Atap Terpadu as well as the object of this research is Purwakarta regency. By using SWOTAnalyticNetwork Process(ANP)analysis, thisstudyseekstoevaluatewhile providingalternativepolicies for the development of Sekolah Satu Atap Terpadu in Purwakarta regency. The data inthis study were obtained by filling out questionnaires by respondents online through Google Form,where respondents were actors who were directly involved in the implementation of a SekolahSatu Atap Terpadu. From the analysis results obtained Strengths and Threats occupy the highestvalue. Strengths include students could continue their education up to junior high school level andlocal government supports both in terms of budget and curriculum. While Threats, among others,school management has become more complex and the delegation of authority from the central andregional governments is not clear. Therefore, the ST strategy can be used as an alternative policyin increasing Strengths and minimizing Threats.Keywords: Sekolah Satu Atap Terpadu; SWOT Analysis; Analytic Network Process (ANP).

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

Leading with love and hospitality: applying a radical pedagogy to LIS

2019 ◽  
Vol 120 (1/2) ◽  
pp. 119-132 ◽  
Author(s):  
Nicole A. Cooke
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Information Science ◽  
Library And Information Science ◽  
Ethnographic Case Study ◽  
Radical Pedagogy ◽  
Content Type ◽  
Information Professionals ◽  
Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

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