scholarly journals Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries

2021 ◽  
Vol 13 (1) ◽  
pp. 343
Author(s):  
Manuel Alejandro Betancourt-Odio ◽  
Andresa Sartor-Harada ◽  
Oscar Ulloa-Guerra ◽  
Juliana Azevedo-Gomes
Keyword(s):  
Inclusive Education ◽  
Teaching Methods ◽  
Empirical Support ◽  
Training Model ◽  
Pedagogical Practices ◽  
The Sustainable Development ◽  
Self Perceptions ◽  
Digital Skills ◽  
E Learning ◽  
Formative Learning

The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.

scholarly journals Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development

2020 ◽  
Vol 12 (13) ◽  
pp. 5470 ◽  
Author(s):  
Antonio Matas-Terrón ◽  
Juan José Leiva-Olivencia ◽  
Pablo Daniel Franco-Caballero ◽  
Francisco José García-Aguilera
Keyword(s):  
Big Data ◽  
Inclusive Education ◽  
Sustainable Development Goals ◽  
Sustainable Society ◽  
Education Students ◽  
The Sustainable Development ◽  
Research Goal ◽  
Development Goals ◽  
Nonprobability Sample ◽  
Big Data Technology

Big Data technology can be a great resource for achieving the Sustainable Development Goals in a fair and inclusive manner; however, only recently have we begun to analyse its impact on education. This research goal was to analyse the psychometric characteristics of a scale to assess opinions that educators in training have about Big Data besides their related emotions. This is important, as it will be the educators of the future who will have to manage with Big Data at school. A nonprobability sample of 337 education students from Peru and Spain was counted. Internal consistency, as well as validity, were analysed through exploratory and confirmatory factorial analysis. The results show good psychometric values, highlighting as relevant a latent structure of six factors that includes emotional and cognitive dimensions. As a result, the profile defining the participants in relation to Big Data was identified. Finally, the implications of the Big Data for Inclusive Education in a sustainable society are discussed.

Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

scholarly journals The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 44-57
Author(s):  
Kęstutis Trakšelys
Keyword(s):  
Inclusive Education ◽  
Social Groups ◽  
Pedagogical Practices ◽  
Abnormal Behavior ◽  
Emotional Security ◽  
Teachers And Students ◽  
Positive Learning Environment ◽  
Psychological Knowledge ◽  
Teaching Learning ◽  
Observation Results

Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

Contingency E-Learning for Accounting: Effective Communication in the New Normal Era

2021 ◽  
Vol 6 (3) ◽  
pp. 137-154
Author(s):  
Syaiful Hifni ◽  
Akhmad Sayudi ◽  
Rano Wijaya ◽  
Moh Yamin
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Effective Communication ◽  
Regulatory Compliance ◽  
Structural Equations ◽  
Accounting Education ◽  
New Normal ◽  
Self Interest ◽  
E Learning

Objective - The purpose of this research article is to examine the structural aspects of the contingent variables from the user side and the provider side of e-learning in accounting education and to explore and develop insights on how it can be applied to the changing ways of communication today in the new normal era. Methodology/Technique – We conducted research on e-learning users through 359 (three hundred and fifty nine) students majoring in accounting by using path analysis to obtain measurement results from 2 (two) structural equations. Findings - From the expectations of students as users of e-learning, it showed, first, there are no significance from relevant learning-teaching methods, students self-interest, outcome- based education (OBE) curriculum base, towards implementation of contingency e-learning . Otherwise, engagement within regulatory compliance as the only variable that can be used as an antecedent to predict the implementation of contingency e-learning. Second, relevant learning - teaching methods, and OBE curriculum base play a role in predicting the achievement of learning outcomes effectiveness. Novelty - This research provides insight and contribution to support the accounting education process that takes place in the new normal era after the Covid-19 crisis. Effective communication leads to the achievement of effective learning outcomes. This is explained by the role of engagement within regulatory compliance from students towards contingency e-learning in the accounting department as well as with the role of relevant teaching and learning, and the role of OBE curriculum as new insights from the facts of this research. Type of Paper: Empirical. JEL Classification: Keywords: Accounting E-Learning; Effectiveness of Learning Outcomes; Engagement of Regulatory Compliance; Learning Teaching Method; OBE Curriculum Base; Student Self Interest

Advancing Teacher Candidates' Capabilities for Differentiated Instruction

2021 ◽  
pp. 77-99
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Preservice Teacher ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Pedagogical Practices ◽  
Future Research ◽  
Future Research Directions ◽  
Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

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