scholarly journals Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

2021 ◽  
pp. 33-33
Author(s):  
Valentina Dagienė ◽  
Tatjana Jevsikova ◽  
Gabrielė Stupurienė ◽  
Anita Juskevicienė
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Early Years ◽  
Learning System ◽  
Policy Makers ◽  
Primary School Teachers ◽  
E Learning ◽  
Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

scholarly journals Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Sukanta Chandra Swain
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning System ◽  
Primary School Students ◽  
School Students ◽  
Primary School Teachers ◽  
E Learning ◽  
Virtual Platform ◽  
Teaching Learning

Pandemic due to the deadly virus Covid-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

scholarly journals Do our children learn enough in Sky Class? A case study: online learning in Chinese primary schools in the COVID era March to May 2020

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lina Zhao ◽  
Peter Thomas ◽  
Lingling Zhang
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Online Teaching ◽  
Small Scale ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Learning Ecologies

AbstractAll human being’s ways of living, working and studying were significantly impacted by the Covid-19 in 2020. In China, the Ministry of Education reacted fast in ensuring that primary school students could learn online at home by promoting the Sky Class program from February 2020. Educators, parents, and students all faced the challenges of adapting to new online teaching and learning environments. In this small-scale case study, Sky Class’s content and the participants’ experiences, will be presented. Four primary school teachers and five primary school students and their parents participated in three-rounds of interviews sharing their perspectives and experiences of online learning. The study showed that the students gained more parental support and that they benefited from using multimedia functions, like replay, in their Sky Classes. However, the majority of participants reported that the students learnt less. By mapping the learning activities and themes from Sky Class against Cope and Kalantzis’ e-learning ecologies, our study found that only ubiquitous learning and multimodal meaning were achieved. We suggest the reason may be that high cognitive learning was not achieved due to less teachers’ supervision, lack of interaction, delayed feedback, shorter learning times and communication. In conclusion, innovative pedagogies, which can foster different types of learning from the e-learning ecologies may overcome the negative aspects reported about Sky Class. Further research is required for implementing online technology as a catalyst for educational change.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study

2018 ◽  
Vol 7 (3) ◽  
pp. 265 ◽  
Author(s):  
Ahmet Kılıç ◽  
Ayşe Öztürk
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Children's Rights ◽  
Children’S Rights ◽  
Highly Qualified ◽  
Decision Making Processes ◽  
Right To Participation ◽  
Teachers Attitudes

This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.

scholarly journals Examining Primary School Teachers’ Attitudes Towards Distance Education in the COVID-19 Period

2021 ◽  
Vol 8 (3) ◽  
pp. 1-12
Author(s):  
Halit Karalar ◽  
Sabri Sidekli
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Primary Schools ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Survey Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers’ participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the “Attitude Scale on Distance Education” were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards distance education were negative. The possible reasons for these results were discussed and some implications were presented for research, practice, and policymakers.

scholarly journals The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 90 ◽  
Author(s):  
Rasmitadila Rasmitadila ◽  
Rusi Rusmiati Aliyyah ◽  
Reza Rachmadtullah ◽  
Achmad Samsudin ◽  
Ernawulan Syaodih ◽  
...  
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Data ◽  
Structured Interviews ◽  
School Teachers ◽  
Government Schools ◽  
Primary School Teachers ◽  
Online Collaborative Learning

This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

What Matters?

2021 ◽  
pp. 205-221
Author(s):  
Aihua Hu
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Primary School Teachers ◽  
Transition Experience ◽  
Overall Performance ◽  
Teachers Perspectives ◽  
Major Data

This chapter uses a case study to explore Chinese primary school teachers' perspectives on students' overall performance in their transition to primary school and what has been and can be done to make the transition experience better for all children. Open-ended questionnaires, documents, and interviews are the major data sources triangulated by observations, photos of the school environment, and displays of activities. Both quantitative and qualitative content analysis are utilized to analyze the collected data. Findings indicate that children's emotional, interpersonal, intrapersonal, and behavioral as well as preschool academic skills matter in transition. Learning habits and self-care abilities are especially identified as what most children lack and the important aspects they need to be equipped with. Besides individual skills, involvement and collaboration of the significant institutions, namely kindergartens, families, and their primary schools, are of great importance. While identifying good practices, the responding teachers also offer suggestions for improvement.

PENILAIAN KEBERKESANAN PROGRAM MEMPERKUKUH BAHASA INGGERIS (MBI) SEKOLAH RENDAH BANDAR DAN LUAR BANDAR DI KELANTAN

2016 ◽  
Vol 4 (1) ◽  
pp. 85-98
Author(s):  
NORIZAN ISMAIL ◽  
MOHD SAHANDRI GANI HAMZAH
Keyword(s):  
Primary School ◽  
Urban Schools ◽  
Rural Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
School Teachers ◽  
Education Development ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Input Program

AbstrakKajian ini bertujuan untuk melihat sejauh mana program Memperkukuh Bahasa Inggeris (MBI) sekolahrendah di Kelantan menepati arahan pekeliling perbendaharaan Bil.2 Tahun 2012. Pekeliling tersebutmengetengahkan “Bajet Berasaskan Outcome” (OBB) yang mewajibkan setiap program yang dijalankanmembuat penilaian terhadap program tersebut dari aspek keberkesanan, kesesuaian, kecekapan dankeekonomian. Namun begitu, artikel ini hanya membincangkan aspek keberkesanan program sahaja.Kajian kuantitatif ini berasaskan tinjauan dengan menggunakan borang soal selidik rubrik dua lapis (DLR)dan diedarkan secara rawak kepada guru sekolah rendah bandar dan luar bandar di negeri Kelantan.Sebanyak 62 buah sekolah dengan 297 orang guru sekolah rendah telah dilibatkan sebagai sampelkajian. Analisis inferensial ujian-t dilakukan bagi melihat perbezaan antara lokasi sekolah bandar danluar bandar. Dapatan kajian telah menunjukkan tahap keberkesanan input di sekolah bandar dan luarbandar adalah pada tahap sederhana sahaja. Hasil kajian juga mendapati tidak terdapat perbezaankeberkesanan input program MBI antara sekolah bandar dan sekolah luar bandar. Namun begitu, dapatanmenunjukkan pelaksanaan program MBI di sekolah bandar adalah lebih berkesan berbanding sekolahdi luar bandar dan seterusnya telah memberikan impak yang sederhana terhadap aspek penilaian OBB.Walau bagaimanapun, dapatan ini akan lebih memberangsangkan, sekiranya hasil dapatan kajianini diberi perhatian oleh pihak pembuat dasar khasnya bagi melaksanakan penambahbaikan dalammerealisasikan kesinambungan program ini pada masa akan datang. Ini adalah kerana program ini akanditeruskan sehingga 2025 sebagaimana yang telah digariskan dalam Pelan Pembangunan PendidikanMalaysia (PPPM) 2013-2025 dan selaras dengan arahan pekeliling perbendaharaan agar perbelanjaanyang dikeluarkan adalah setimpal dengan hasil yang diperoleh   AbstractThis study aims to examine how far the Strengthening English (MBI) program in primary schools in Kelantan abide by the instructions provided in the treasury circular No.2 of 2012. The circular highlighted "Outcome Based Budgeting" (OBB) which requires every program to conduct assessments on the programitself in effectiveness, appropriateness, efficiency and economy. However, this article discusses only interms of the effectiveness of the program. This quantitative study is based on surveys using two layersquestionnaires rubric (DLR) .The surveys are distributed randomly to primary school teachers in urban andrural areas in Kelantan. A total of 62 schools and 297 primary school teachers are gathered as the subjects in the study. Inferential analytical t-test was conducted to see the differences between the locationsof urban and rural schools. The findings have shown that the effectiveness of inputs in rural and urbanschools remains at a moderate level. The study also found no significant differences in the effectivenessof the MBI program input between urban schools and rural schools. However, the findings show that theMBI program in urban schools are more effective than schools in the rural areas and thus have a moderateimpact on the evaluation of OBB. However, this finding will be more favorable, if the results of this studyare given attention by policy makers in particular to implement improvements in the realization of the continuity of this program in the future. This is because the program is set to continue until 2025 as outlinedin the Malaysian Education Development Plan (2013-2025), and in accordance with the treasury circularinstructions so that the expenses are commensurate with the outcome obtained.

scholarly journals Israeli Primary School Teachers' Attitudes towards Using Digital Educational Games in Classroom: Empirical Study

2021 ◽  
Vol 12 (2) ◽  
pp. 3293-3304
Author(s):  
Fathi Mohsen Shamma
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Games ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Teachers Attitudes

This study investigated the Israeli primary school teachers' attitudes towards using digital educational games in classroom. Through adopting a descriptive analytical approach, the required made sure that the goals of this research. The researcher employed the purposive sampling method for selecting a sample. The selected sample consists from 300female and male primaryIsraeli primary school teachers. Those teachers were selected from 25 primary schools. Those schools are located in the Northern District in Israel. Questionnaire forms were distributed via email to the selected teachers. 288 forms were retrieved. The response rate is 96%. Through the use of the SPSS software, the data collected from the sampled teaches were analysed. The researcher concluded that Israeli primary school teachers show positive attitudes towards using digital educational games in classroom.  Such use improves students’ leadership, problem solving and critical thinking skills and raise their self-confidence and academic achievement levels. However, it doesn’t allow instructors to identify the extent of progress achieved by learner. The researcher recommends providing teachers in Israel with professional development courses about modern teaching methods and the significance of employing digital educational games.

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