Views of Students on Learning with Technologies in Dutch Education and Training

2011 ◽  
pp. 164-179
Author(s):  
Pieter Swager ◽  
Jeroen Bottema
Keyword(s):  
Social Networking Sites ◽  
Formal Education ◽  
Education And Training ◽  
Learning Technologies ◽  
Early Career ◽  
Mobile Technologies ◽  
Early Career Teachers ◽  
Career Teachers ◽  
Group Interviews ◽  
And Training

The integrated use of technologies in learning in formal education and training in The Netherlands is far from realized, and there is still a long way to go to reach that goal. But what are the views of students and early career teachers about learning with technologies? This chapter focuses on Dutch research into the expectations and experiences of students and early career teachers as to their views of learning with technologies in education and training. A survey was conducted online, followed by focus group interviews among all groups studied. The most important findings of the research are being presented here. Special attention is given to the use of mobile technologies and the Internet, social networking sites and gaming, bullying, spam and plagiarism, homework and learning, technologies in schools and in learning, motivation of students and the role of teachers.

scholarly journals Scoping review assessing the evidence used to support the adoption of mobile health (mHealth) technologies for the education and training of community health workers (CHWs) in low-income and middle-income countries

BMJ Open ◽  
2018 ◽  
Vol 8 (7) ◽  
pp. e019827 ◽  
Author(s):  
Niall Winters ◽  
Laurenz Langer ◽  
Anne Geniets
Keyword(s):  
Systematic Reviews ◽  
Scoping Review ◽  
Low Income ◽  
Health Workers ◽  
Education And Training ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Middle Income ◽  
And Training ◽  
Formal Theories

ObjectivesUndertake a systematic scoping review to determine how a research evidence base, in the form of existing systematic reviews in the field of mobile health (mHealth), constitutes education and training for community health workers (CHWs) who use mobile technologies in everyday work. The review was informed by the following research questions: does educational theory inform the design of the education and training component of mHealth interventions? How is education and training with mobile technology by CHWs in low-income and middle-income countries categorised by existing systematic reviews? What is the basis for this categorisation?SettingThe review explored the literature from 2000 to 2017 to investigate how mHealth interventions have been positioned within the available evidence base in relation to their use of formal theories of learning.ResultsThe scoping review found 24 primary studies that were categorised by 16 systematic reviews as supporting CHWs’ education and training using mobile technologies. However, when formal theories of learning from educational research were used to recategorise these 24 primary studies, only four could be coded as such. This identifies a problem with how CHWs’ education and training using mobile technologies is understood and categorised within the existing evidence base. This is because there is no agreed on, theoretically informed understanding of what counts as learning.ConclusionThe claims made by mHealth researchers and practitioners regarding the learning benefits of mobile technology are not based on research results that are underpinned by formal theories of learning. mHealth suffers from a reductionist view of learning that underestimates the complexities of the relationship between pedagogy and technology. This has resulted in miscategorisations of what constitutes CHWs’ education and training within the existing evidence base. This can be overcome by informed collaboration between the health and education communities.

Don't Quit Now!: Crisis, Reflection, Growth, and Renewal for Early Career Teachers

2012 ◽  
Vol 48 (3) ◽  
pp. 123-128 ◽  
Author(s):  
Maria Stallions ◽  
Leslie Murrill ◽  
Lisa Earp
Keyword(s):  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals More than a mentor

2016 ◽  
Vol 1 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Charlotte Struyve ◽  
Alan Daly ◽  
Machteld Vandecandelaere ◽  
Chloé Meredith ◽  
Karin Hannes ◽  
...  
Keyword(s):  
Social Capital ◽  
Social Connectedness ◽  
Job Attitudes ◽  
Intention To Leave ◽  
Early Career ◽  
Experienced Teachers ◽  
Unique Contribution ◽  
Early Career Teachers ◽  
Content Type ◽  
Career Teachers

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value – This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

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