scholarly journals Students’ views on the use of tablet computers in education

2018 ◽  
Vol 10 (2) ◽  
pp. 104-114
Author(s):  
Ali Semerci
Keyword(s):  
High School ◽  
High School Students ◽  
Tablet Computers ◽  
Structured Interviews ◽  
Education Students ◽  
School Students ◽  
Learning And Teaching ◽  
Short Period ◽  
Computers In Education ◽  
Effective Use

The aim of this study was to explore high school students’ views on the use of tablet computers in education. To achieve this aim, a qualitative research method was employed whereby data was obtained from 16 high school students using one-to-one semi-structured interviews and then, subjected to content analysis. The findings showed that all the participating students expressed a positive attitude towards tablet computers prior to their use in education. However, students stated that, after a short period spent on using the tablet computers, they found that tablet computers affected student–teacher and student–student interaction. A significant number of the students stated that the educational content presented in the Educational Information Network (EBA) Portal was inadequate and inappropriate to their level. Also, in terms of the learning and teaching process, the students raised several concerns. To facilitate the effective use of tablet computers in education, students made several recommendations.Keywords: FATIH Project, tablet computers, technology integration in education, tablet computers in education.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

Creating Our World

2015 ◽  
pp. 181-194
Author(s):  
Jeanne Petsch
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Clinical Practice ◽  
Art Education ◽  
State University ◽  
Education Students ◽  
School Students ◽  
Lake County ◽  
Contact Hours

A partnership between the Morehead State University Art Education Program and the Lake County Alternative School (LCAS) (pseudonyms are used for the school name and county where the school is located) was established in Fall 2011. This ongoing collaboration provides opportunities for Art Education students to teach art and work with at-risk middle and high school students. It also allows LCAS students, who otherwise have no coursework in art, the opportunity to work creatively with visual art media. In addition, Art Education students work toward meeting the Kentucky State Teacher Education field experience hour requirement of 200 contact hours in schools prior to clinical practice. LCAS students apply this art experience toward earning humanities credit.

scholarly journals Mobile Apps the Educational Solution for Autistic Students in Secondary Education

2019 ◽  
Vol 13 (02) ◽  
pp. 89
Author(s):  
Agathi Stathopoulou ◽  
Zoe Karabatzaki ◽  
Dimosthenis Tsiros ◽  
Spiridoula Katsantoni ◽  
Athanasios Drigas
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Developed Countries ◽  
School Students ◽  
Learning And Teaching ◽  
Students With Autism

<p class="0abstract">For many adolescents in developed countries mobile apps can be the easy way for learning and teaching. This paper examines its role in secondary education focusing in mobile applications that support autistic students. The results of a research revealed the educators ` views that high school students with autism may use mobile apps in a variety of supportive educational ways.</p>

Graphing Calculators Aren't Just for High School Students

1994 ◽  
Vol 1 (3) ◽  
pp. 190-196
Author(s):  
Linda J. C. Taylor ◽  
Jeri A. Nichols
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Graphing Calculators ◽  
School Curriculum ◽  
School Students ◽  
Learning And Teaching ◽  
And Function

Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

scholarly journals Komunikasi Antarpribadi Ibu dan Anak dalam Membangun Rasa Percaya Diri

Koneksi ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 191
Author(s):  
Sarah Cecil ◽  
H.H. Daniel Tamburian
Keyword(s):  
High School ◽  
High School Students ◽  
Interpersonal Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
School Students ◽  
Self Confidence ◽  
Mothers And Children ◽  
Mother And Child ◽  
At Home

Communication is the most important thing in life. Communication is an interaction between one person and one or more people. This study will focus on interpersonal communication that occurs between mother and child in building self-confidence. The character of a child is determined by a mother, because of the closeness of a mother while at home. Child time with mother at home is much more than father. Therefore, the nature of a child is completely passed on by the mother. A mother's love and concern greatly affect a child's self-confidence. The mother communicates with her child so that the child feels happy and comfortable. This research uses a qualitative approach. Data collection techniques by means of semi-structured interviews with mothers and children who are high school students. This research shows that the closeness between the child and the mother is not determined by gender. Mothers have a crucial role in making children appear confident. You do this by reminding children to be themselves, supporting children's hobbies, inviting intensive communication, reprimanding without violence, and creating a comfortable atmosphere at home.Komunikasi merupakan hal yang terpenting dalam kehidupan. Komunikasi merupakan interaksi antara satu orang dengan satu orang atau lebih. Penelitian ini akan memfokuskan pada komunikasi antarpribadi yang terjadi antara ibu dengan anak dalam membangun rasa percaya diri. Karakter seorang anak ditentukan oleh seorang ibu, karena adanya kedekatan seorang ibu selama berada di rumah. Waktu anak dengan ibu di rumah jauh lebih banyak daripada seorang ayah. Oleh karena itu, sifat seorang anak sepenuhnya diturunkan oleh ibu. Kasih sayang dan rasa perhatian seorang ibu sangat mempengaruhi rasa percaya diri anak. Ibu  berkomunikasi pada anaknya agar anak merasa senang dan nyaman. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data dengan cara wawancara semiterstruktur pada ibu dan anak yang merupakan siswa SMA. Penelitian ini menunjukkan bahwa, kedekatan antara anak dan ibu tidak ditentukan oleh jenis kelamin. Ibu memiliki peran krusial dalam membuat anak tampil percaya diri. Caranya dengan mengingatkan anak untuk menjadi diri sendiri, mendukung hobi anak, mengajak berkomunikasi secara intensif, menegur tanpa kekerasan, serta menciptakan suasana yang nyaman di rumah.

scholarly journals The AgroParisTech “Social Openings” mission

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Annie Baroiller ◽  
Elisabeth Dumoulin
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Secondary School ◽  
Further Education ◽  
Education Students ◽  
School Students ◽  
High Profile ◽  
Specific Theme ◽  
Level Training

Underprivileged secondary school and college students tend to demonstrate limited ambitions with regards to further education and acquiring superior qualifications. In a partnership with higher education schools, such as AgroParisTech, encounters have been organised between high school students and higher education students acting as volunteering mentors.The aim is to present the high school students with the opportunity to explore new opportunities as well as to provide them with information about high profile careers and higher level training through various activities led by the higher education students, as well as through meetings, visits, weekends organised around a specific theme. Examples of such initiatives  show what benefits both the high school and higher education students can derive from them.

scholarly journals ENSINO DE ESTRATÉGIAS DE LEITURA LITERÁRIA NO ENSINO MÉDIO: possibilidade para formação de leitores

2019 ◽  
Vol 26 (3) ◽  
pp. 322
Author(s):  
Karina Feltes Alves ◽  
Flávia Brocchetto Ramos
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Strategies ◽  
Public Institution ◽  
First Year ◽  
School Students ◽  
Literacy Strategies ◽  
Study Results ◽  
Novel Reading ◽  
Effective Use

O objetivo deste estudo é investigar a aplicação de umasequência de leitura, buscando identificar possíveis avanços no processo de formação leitora do aluno de Ensino Médio, considerando o uso autônomo e eficaz de estratégias de leitura. O planejamento das atividades da sequência, que constituem a empiria da investigação, tem como base os pressupostos metodológicos de Cosson (2014) e de Harvey e Goudvis (2007). Além disso, permeiam o estudo as concepções de literatura, promulgada por Candido (1972, 1995), de experiência, conferida por Larrosa (2002), e as concepçõesde mediação e interação, sustentadas por Vigotski (2009). Trata-se de pesquisa-ação, realizada em 2015, com alunos de uma turma de 1º ano de curso técnico integrado ao Ensino Médio, de instituição pública, em Farroupilha-RS. Os resultados da pesquisaapontam para avanços no desenvolvimento das habilidades de leitura dos alunos investigados, indicando correlações entre as características de leitores autônomos e as estratégias por eles utilizadas.TEACHING LITERACY STRATEGIES OF READING IN HIGH SCHOOL: possibility for formation of readersAbstract: The aim of this study is to investigate the application of reading sequence in order to identify possible improvements in the reading formation process of High School students, considering the independent and effective use of reading strategies. The activities of the sequence, which constitute the empirical research, were planned under the methodological assumptions of Cosson (2014) and Harvey e Goudvis (2007). In addition, the theoretical foundation of this study is constituted by the concepts of literature, promulgated by Candido (1972, 1995), experience, conferred by Larrosa (2002), and the concepts of mediation and interaction, supported by Vigotski (2009). This study is an action research, conducted in 2015, with students of a first year class of a technical course integrated to High School, of a public institution, in Farroupilha-RS. The study results indicate to advances in the development of reading skills of the investigated students, indicating correlations between the characteristics of independent readers and the strategies they use.Keywords: Novel reading. Reading Strategies. Mediation. Reading competence. Literacy.Enseñanza de estrategias de lectura literaria en la Enseñanza Media: posibilidad para formación de lectoresResumen: El objetivo de este estudio es investigar la aplicación de una secuencia de lectura, buscando identificar posibles avances en el proceso de formación lectora del alumno de Enseñanza Media, considerando el uso autónomo y eficaz de estrategias de lectura. El plan de las actividades de la secuencia, que constituyen la empiria de la investigación, tiene como base los presupuestos metodológicos de Cosson (2014) y de Harvey y Goudvis (2007).  Además, impregnan el estudio las concepciones de literatura, promulgada por Cândido (1972, 1995), de experiencia, conferida por Larrosa (2002), y las concepciones de mediación e interacción, sustentadas por Vigotski (2009). Se trata de investigación-acción, realizada en 2015, con alumnos de un grupo de 1º er año de curso técnico integrado a la Enseñanza Media, de institución pública, en Farroupilha-RS. Los resultados de la investigación indican avances en el desarrollo de las habilidades de lectura de los alumnos investigados, indicando correlaciones entre las características de lectores autónomos y las estrategias por ellos utilizadas.Palabras clave: Lectura de Romance Estrategias de lectura. Mediación. Competencia lectora. Alfabetización literaria.

scholarly journals Science and News

2019 ◽  
Author(s):  
Tara Tobin Cataldo ◽  
Kailey Langer ◽  
Amy G Buhler ◽  
Samuel R Putnam ◽  
Rachael Elrod ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Online News ◽  
Education Students ◽  
School Students ◽  
News Sources ◽  
College Undergraduate ◽  
Funded Project ◽  
Study Participants ◽  
Google Search

This paper explores how students judge scientific news resources, as they might find through a Google search. The data were collected as part of an Institute of Museum and Library Services (IMLS) funded project. Students used a simulated search engine that ensured study participants found the same search results while seeking information for a science-related school project. The 116 students from high school, community college, undergraduate, and graduate communities evaluated three online news resources for their helpfulness, citability, credibility, and container. Analysis of quantitative data from the study indicated that students may find news resources helpful for a science project, but do not always consider them citable. Students appeared to focus on the organization that produced the news resource (i.e., source) when judging its credibility. Not all students identified the resources’ containers as news, even when the source was widely known. The researchers note differences in judgment between educational stages. Differences were especially pronounced between high school and higher education students, with high school students more likely to find news sources worthy of citing for school projects.

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