How Paper and Digital Children's Books Support Student Understanding

2020 ◽  
pp. 124-141
Author(s):  
Laura B. Liu ◽  
Kayla Pride ◽  
Payten Ewing ◽  
Maycie Benedict
Keyword(s):  
First Grade ◽  
Student Interest ◽  
Learner Engagement ◽  
Teacher Interviews ◽  
Teacher Guidance ◽  
Digital Version ◽  
Paper Version ◽  
Children's Book ◽  
Digital Texts ◽  
Student Focus

This study builds on previous research regarding digital texts and learner engagement to provide insights on the impact of digital and paper texts on first-grade student learning. Three formats of the same STEM children's book included (1) a paper version read by the teacher; (2) a digital version read as a class and facilitated by the teacher; and (3) a digital version read independently by individual students, without the teacher. Mixed methods analysis involved a pre- and post-reading worksheet assessing student comprehension and concept retention, followed by teacher interviews. Quantitative and qualitative findings demonstrated the value of paper texts read with teacher guidance to highlight key concepts and sustain student focus. Teacher interviews also noted the value of digital texts to engage student interest, suggesting there is a pedagogical place for paper and digital texts in the classroom. Findings highlight the complexity of learner engagement and need for thoughtful pedagogies.

Smartphone as a disease screening tool: a systematic review (Preprint)

2020 ◽  
Author(s):  
Sasan Adibi ◽  
Nilmini Wichramasinghe
Keyword(s):  
Screening Tool ◽  
Disease Screening ◽  
Sleep Apnoea ◽  
Depression Screening ◽  
Eye Care ◽  
Digital Version ◽  
Paper Version ◽  
Care Utilisation ◽  
Patient Health ◽  
Standard Paper

BACKGROUND Disease screening identifies a disease in an individual/community at an early stage to prevent or treat the condition effectively. The current COVID-19 pandemic has restricted hospital visits for screening and other healthcare services resulting in the disruption of screening for diseases such as cancer, diabetes and CVD. Smartphone technologies, coupled with built-in sensors and wireless technologies, enable the smartphone to function as a device for disease screening and monitoring with negligible additional costs. OBJECTIVE This review aimed to evaluate the use of smartphone applications (apps) in the disease screening and acceptability of this technology in the medical and healthcare sectors. METHODS We followed a systematic review process to assess the scope for the app in the disease screening process. Four databases (Medline complete, Web of Science, Embase, and Proquest) were searched. Articles published in English and examining the use of the app in disease screening were included. Primary outcomes for the research articles and their statistically significant Results showed that app-based screening group had significant (OR:1.7, 95% CI: 1.2–2.4) eye care utilisation compared to their traditional screening counterparts. A good correlation between clinical Snellen and smartphone visual acuity measurements (ρ=.91) is observed. For depression screening, the ROC curve is .8012, indicating that mental-health ratings are comparable to Patient Health Questionnaire-9 (PHQ-9) results, and could be used as a depression screening tool in practice. Although the findings of cognitive impairment suggest that the digital-version readings are similar to the standard paper-version readings, the participants preferred devices with larger screen (e.g. tablet). Also, the smartphone-compatible oximeter is a weak predictor to detect central sleep apnoea in stable heart failure participants. value, where applicable are presented and discussed. RESULTS Results showed that app-based screening group had significant (OR:1.7, 95% CI: 1.2–2.4) eye care utilisation compared to their traditional screening counterparts. A good correlation between clinical Snellen and smartphone visual acuity measurements (ρ=.91) is observed. For depression screening, the ROC curve is .8012, indicating that mental-health ratings are comparable to Patient Health Questionnaire-9 (PHQ-9) results, and could be used as a depression screening tool in practice. Although the findings of cognitive impairment suggest that the digital-version readings are similar to the standard paper-version readings, the participants preferred devices with larger screen (e.g. tablet). Also, the smartphone-compatible oximeter is a weak predictor to detect central sleep apnoea in stable heart failure participants. CONCLUSIONS The review observed a significant statistical relationship between the app and standard clinical screening. Critical considerations when designing, developing, and deploying smartphone solutions is laid forth to provide equitable healthcare solutions without barriers. Furthermore, the findings might increase the research prospects to evaluate smartphone solutions as valid and reliable screening solutions.

scholarly journals Impact of Text Discussions on the Professional Identity of Higher Education Students

2021 ◽  
Author(s):  
Helena Prieto Sanz
Keyword(s):  
Professional Identity ◽  
Positive Impact ◽  
Education Students ◽  
Teacher Interviews ◽  
Academic Reading ◽  
Student Focus ◽  
The University ◽  
Reading Teacher ◽  
Professional Contexts ◽  
The Impact

Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.

scholarly journals Using Big and Open Data to Generate Content for an Educational Game to Increase Student Performance and Interest

2020 ◽  
Vol 4 (4) ◽  
pp. 30
Author(s):  
Irene Vargianniti ◽  
Kostas Karpouzis
Keyword(s):  
Student Performance ◽  
Open Data ◽  
Educational Game ◽  
Data Sets ◽  
Student Interest ◽  
Game Based Learning ◽  
Digital Version ◽  
And Performance ◽  
The Relationship ◽  
Initial Results

The goal of this paper is to utilize available big and open data sets to create content for a board and a digital game and implement an educational environment to improve students’ familiarity with concepts and relations in the data and, in the process, academic performance and engagement. To this end, we used Wikipedia data to generate content for a Monopoly clone called Geopoly and designed a game-based learning experiment. Our research examines whether this game had any impact on the students’ performance, which is related to identifying implied ranking and grouping mechanisms in the game, whether performance is correlated with interest and whether performance differs across genders. Student performance and knowledge about the relationships contained in the data improved significantly after playing the game, while the positive correlation between student interest and performance illustrated the relationship between them. This was also verified by a digital version of the game, evaluated by the students during the COVID-19 pandemic; initial results revealed that students found the game more attractive and rewarding than a traditional geography lesson.

Translingual transcultural competence: student agency, teacher guidance, and program support

2021 ◽  
Vol 11 (2) ◽  
pp. 343-358
Author(s):  
Claudia Kunschak
Keyword(s):  
Critical Role ◽  
Current Trend ◽  
Student Agency ◽  
Student Survey ◽  
Intercultural Communicative Competence ◽  
Teacher Interviews ◽  
Teacher Guidance ◽  
Language And Culture ◽  
Program Support ◽  
Native Teachers

Abstract An increasingly interconnected world requires people to become versatile communicators in a variety of different settings. Language centers have a critical role to play in this process by offering language and culture training in multiple languages to students, professionals and the wider community alike. They may do so from the perspective of developing plurilingual pluricultural competence, translingual transcultural competence or intercultural communicative competence and intercultural citizenship. This paper takes as its framework translingual transcultural competence, which not only reflects the current trend of transnationalism and diasporic communities, but also emphasizes the need to be critically aware, culturally reflective and socially sensitive. In order to better understand affordances and challenges in developing this competence, or set of competences, the author surveyed and interviewed students and teachers at one university-affiliated language center offering 30 languages besides German as the main language of study. Students at all proficiency levels as well as native and non-native teachers of the language taught were included in the study. Whereas the student survey investigated awareness and attitude, identity and community as well as the autonomy and agency of students in the program, teacher interviews provided insights into program parameters, classroom pedagogy and out-of-class projects. Findings from the study indicate a strong foundation in multicompetence thinking with some challenges in developing the transcultural component.

scholarly journals Turning the page

2015 ◽  
Vol 97 (5) ◽  
pp. iv-iv
Author(s):  
Tim Lane
Keyword(s):  
Case Reports ◽  
Editorial Team ◽  
Research Review ◽  
Original Research ◽  
Significant Shift ◽  
Digital Platform ◽  
Digital Version ◽  
Paper Version ◽  
Video Library

This year will see some fundamental changes at the Annals – changes that are aimed at both enhancing and maintaining its appeal across the broad range of surgical specialties. In this respect, there have already been some important refinements to the structure of the Editorial board. The Annals will now have representatives on its panel from the diapason of subspecialties. It is hoped that this will ensure an equitable apportionment of high-quality original research, review articles and case reports from across the surgical spectrum. It represents the single most tangible adjustment to the structure of the Annals in a generation and one of which I am sure Sir Cecil Wakeley would have approved. I would like to take this opportunity to formally welcome our new board members and invite them to join with our other long-term stalwarts into what is a uniquely collegiate editorial team. As many of our fellows and members will already be aware, there has been a significant shift made over the last few months in the handling of research contributions to the Annals. In recent weeks we have completed the transition to our new submissions portal and it is encouraging that reviewers and authors alike have commended it in equal measure. While we are sadly not in a position to accept much of the material submitted to the journal (we currently accept only one tenth of all the articles subjected to peer review) we can at least aim to improve and enhance the experience for all those involved. In many ways this digital migration is a precursor to a number of innovations that will fundamentally transform the way in which we produce the Annals, the most significant of which is the launch of our new digital platform this month. These innovations signal a gradual move away from the printed version as the principal conduit by which the Annals is distributed. Inevitably, there will be those who will lament the passing of this hitherto more familiar and tactile media and so measures are in hand to allow for a more limited production of a paper version of the Annals for RCS fellows and members who continue to elect to receive their Annals in the traditional format. Medical colleges around the world are currently undergoing similar deliberations and for some a digital version may represent the only opportunity to maintain editorial independence – unhindered by the implications of a commercial publishing partner. It is however hoped that for the vast majority of fellows and members, the new and enhanced digital platform will offer significant advantages such that the digital version becomes the de facto medium of choice. Matt Whitaker and the team at the Annals should be congratulated for their sterling efforts in making this transition. The new site, now live at http://publishing.rcseng.ac.uk , will enhance the experience of finding, accessing, reading, citing, sharing and saving articles from the Annals, Bulletin and FDJ. Sign-on will be much easier; page load times quicker and the search engine more powerful and intuitive. The new platform boasts improved functionality, full in-page article text and multi-media, citation tracking, reference generators and advanced social media integration. We are simultaneously launching a new video library where we will be hosting our technical videos. It will, I am certain, become a huge resource for our surgical fraternity. Our new platform will be followed later this year by the inevitable and ubiquitous app, which will allow readers to download issues of the Annals and read them offline and at leisure on whatever their tablet of choice might be. It is my belief that these and forthcoming changes herald the transformation of the Annals into a truly modern journal with all the digital services that authors and readers now rightly expect from their RCS publication. Tim Lane Editor-in-Chief, [email protected]

scholarly journals The Use of Furniture in a Student-Centred Primary School Learning Environment

2021 ◽  
Author(s):  
Anne Starkey ◽  
V Leggett ◽  
Craig Anslow ◽  
A Ackley
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Individual Student ◽  
Furniture Design ◽  
Teacher Interviews ◽  
Student Focus ◽  
School Learning ◽  
Research In Education ◽  
Group Interviews ◽  
And Control

© 2021, New Zealand Association for Research in Education. Classroom furniture has evolved over time from fixed desks facing the front to maintain order and control to a range of flexible furniture types to encourage student-centred pedagogies. This article reports research that applied a socio-material approach to explore how furniture is used in a flexible learning environment. Data were gathered from observations, reflections, student focus group interviews and teacher interviews in one school in New Zealand. In this context it was found that students used furniture for different purposes. Individual student preferences and differences were evident including unconventional use of furniture. The use of furniture was influenced by the teachers, students, environment, furniture design and the curriculum, and mediated by pedagogy and a focus on developing autonomy and environmental competence. The students demonstrated environmental competence, including awareness of the ways that the available furniture can be used for different types of curriculum activities and how environmental and social conditions can affect comfort, collaboration and concentration levels. In classrooms where students move around the space, environmental competence should be deliberately embedded in the teaching programme implicitly and explicitly. In this context, the teachers controlled the environment and the students had restricted autonomy over their use of furniture. The notion of student-centredness in contemporary classroom environments requires further investigation.

Is Pair Programming More Effective than Solo Programming for Secondary Education Novice Programmers?

2018 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Stamatios Papadakis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Pair Programming ◽  
Student Interest ◽  
Traditional Teaching ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Introductory Computer Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

The teaching and learning of programming are often considered a difficult topic for both teachers and students, due to its complexity and abstract nature. The traditional teaching approaches are unable to contribute substantially to the development of the necessary cognitive models by the students, producing high rates of failure and dropout in introductory programming courses. In the last 30 years, the scientific community has not stopped looking for new pedagogical approaches and teaching techniques in introductory computer programming courses. Various studies have shown that pair programming under appropriate conditions may create an environment conducive to learning, leading to an increase student interest in programming. In this paper, the author presents the results of a pilot teaching intervention. The sample was collected among first-grade students of a high school in Greece. The results showed that the pair programming is more efficient than the solo programming, both on facilitating and supporting students' learning and understanding of basic programming concepts, as well as on improving students' attitudes toward programming.

Fostering Democratic and Social-Emotional Learning in Action Civics Programming: Factors That Shape Students’ Learning From Project Soapbox

2019 ◽  
Vol 57 (3) ◽  
pp. 1203-1240
Author(s):  
Molly W. Andolina ◽  
Hilary G. Conklin
Keyword(s):  
High School Students ◽  
Civic Education ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teacher Interviews ◽  
Student Focus ◽  
Group Interviews ◽  
Work Samples

This research examines the factors that shape high school students’ experiences with an action civics program—Project Soapbox—that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students, classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates how specific features of the curriculum and its implementation are linked to its promising outcomes. Our findings indicate that the curriculum’s emphases and structure, along with instructional decisions and context, play key roles in influencing student outcomes. Project Soapbox’s power lies in its alignment with many well-established civic education best practices and in its intentional linkage with key social-emotional learning practices, many of which are newly recognized as having particular civic import.

scholarly journals An Observational Narrative of Student Reaction to Video Hooks

2021 ◽  
Vol 11 (6) ◽  
pp. 286
Author(s):  
Veronica McCauley ◽  
Martin McHugh
Keyword(s):  
Science Teachers ◽  
Participatory Design ◽  
Science Classroom ◽  
Research Approach ◽  
Student Interest ◽  
Dominant Form ◽  
Teacher Interviews ◽  
Design Based Research ◽  
Interest In Science ◽  
Student Reaction

Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.

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