Technology use in mathematics classrooms: what do school leaders, teachers, and students say?

2019 ◽  
pp. 111-122
Author(s):  
Catherine Attard ◽  
Kathryn Holmes
Keyword(s):  
Technology Use ◽  
School Leaders ◽  
Mathematics Classrooms ◽  
Teachers And Students

scholarly journals Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

2021 ◽  
pp. 147490412110233
Author(s):  
Kostas Dimopoulos ◽  
Christos Koutsampelas ◽  
Anna Tsatsaroni
Keyword(s):  
Technology Use ◽  
Online Teaching ◽  
Home Schooling ◽  
Information And Communications Technology ◽  
The European Union ◽  
Related Factors ◽  
School Conditions ◽  
Educational Environments ◽  
Teachers And Students

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen’s capability approach, Bourdieu’s theory of capital and Bernstein’s framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children’s capability to benefit from digital schooling. The most important differences are found in regard to parents’ familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

Multimedia Use in UAE Education Context

2013 ◽  
pp. 80-92
Author(s):  
Salam Omar Ali ◽  
Fayez Albadri
Keyword(s):  
United Arab Emirates ◽  
Technology Use ◽  
Interactive Technology ◽  
Learning Objectives ◽  
The Other ◽  
Teachers And Students ◽  
Multimedia Technologies ◽  
Improved Performance ◽  
Interesting Learning

The growth in use of multimedia in United Arab Emirates schools has accelerated in recent years. Multimedia can be useful for both teachers and students alike. For example, multimedia is viewed as an important source of educational aids and a generator of resources that can add a lot to their performance. On the other hand, multimedia is positively perceived, for it makes the learning processes more comfortable and more enjoyable that leads to an improved performance. Generally, children are excited and fascinated by technology, and they are more receptive to lessons that are aided by multimedia. This is perhaps why many teachers are using multimedia in their classes to accomplish their learning objectives by creating a more interesting learning environment. For educators, multimedia provides a golden opportunity to promote interactive, technology-based collaborative learning that is perceived positively by all parties involved. This chapter investigated the role of the multimedia technologies in enhancing students’ performance as many studies showed that technology has a great effect on improving students’ reading, writing, and other skills. The study is also aimed at increasing educators’ awareness of the importance of multimedia technology use in classrooms.

An Integrated Framework for Sustainable Schools

2016 ◽  
Vol 6 (2) ◽  
pp. 30-38
Author(s):  
Ting Wang
Keyword(s):  
Theory Of Planned Behavior ◽  
Human Factors ◽  
Environmental Protection ◽  
Human Behavior ◽  
School Leaders ◽  
School Practices ◽  
The Core ◽  
Teachers And Students ◽  
Green School ◽  
Sustainable Schools

This article proposes a framework which presents a general overview of the key components within school scenario in relation to going green. Three important human factors are covered by the framework. They are school leaders, teachers, and students. Each of the groups contributes to implementing green school practices successfully through analysis. School leaders' attitudes are very decisive at the beginning of a new program. Teachers, who link both school leaders and students, undertake important roles of spreading and performing green school practices. Besides, students are the core of the framework. Going green cannot be finally realized if students are unwilling to participate and have weak awareness of environmental protection. In order to test whether the three groups of people are going to cooperate in implementing green school practices, the framework suggest following the theory of planned behavior (TPB). It is a theory widely used for checking human behavior and intentions. The article ends in presenting recommendations and research possibilities for implementing green school practices based on the proposed framework.

scholarly journals An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

2020 ◽  
Author(s):  
Catherine Attard ◽  
Kathryn Holmes
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Technology Use ◽  
Online Teaching ◽  
Mathematics Learning ◽  
Secondary Mathematics ◽  
Pedagogical Practices ◽  
Alternative Methods ◽  
Learning Approaches ◽  
Mathematics Classrooms

Abstract The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

Conversation Analysis

2021 ◽  
pp. 9-32
Author(s):  
Jenni Ingram
Keyword(s):  
Conversation Analysis ◽  
Classroom Interaction ◽  
Mathematics Classrooms ◽  
Inductive Approach ◽  
Teachers And Students ◽  
Patterns Of Interaction

Conversation analysis offers an inductive approach to the analysis of classroom interaction. With its roots in ethnomethodology, conversation analysis is underpinned by some key principles that focus on how the learning of mathematics is made visible through teachers’ and students’ interactions. Using the tools developed by conversation analysts, the structures and patterns of interaction within mathematics classrooms can be described to reveal what it means to learn, and what it means to do, mathematics in school classrooms. This approach foregrounds what teachers and students themselves treat as learning and doing mathematics and reveals the multifaceted role of interaction in these processes.

How Ms. Mayen and Her Students Co-Constructed Good-at-Math

2021 ◽  
Vol 52 (2) ◽  
pp. 152-188
Author(s):  
Jennifer Ruef
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
National Council ◽  
Mathematical Argumentation ◽  
Mathematics Classrooms ◽  
Normative Identity ◽  
Sixth Grade Students ◽  
Teachers And Students

What does it mean to be “good-at-math,” and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.

Animation Design and Exploration of Experimental Teaching in Analog Electronic Technology

2012 ◽  
Vol 239-240 ◽  
pp. 1619-1623
Author(s):  
Li Kai Liang ◽  
Qiang Tong ◽  
Yuan Yuan Yin
Keyword(s):  
School Leaders ◽  
Theory And Practice ◽  
Electronic Technology ◽  
Experimental Purpose ◽  
Experimental Teaching ◽  
Teachers And Students ◽  
Important Means ◽  
Experimental Animation

This paper presents a modular experimental animation for experimental course for the analog electronic technology, which is an important means to improve the students' theory and practice. The design includes five modules: experimental purpose,instrument,principle,content and reports.Every module display corresponding content in the form of animation, and modular experimental animation show good interaction and strong operability. Animation design of the experiment has been successfully applied in the Shandong University at Weihai for several years and gets the recognition from the school leaders, teachers and students.

Nurturing Persistent Problem Solvers

2017 ◽  
Vol 111 (3) ◽  
pp. 169
Author(s):  
Michelle Berry ◽  
Jon Davis ◽  
Paul Kelley ◽  
Megan Snow
Keyword(s):  
Substantial Portion ◽  
Persistent Problem ◽  
Mathematics Classrooms ◽  
The World ◽  
Teachers And Students ◽  
Problem Solvers

The mathematician Paul Halmos once wrote that although mathematics consists of many things—such as theorems, axioms, and definitions—the heart of mathematics consists of problems (1980). Indeed, in mathematics classrooms around the world, teachers and students dedicate a substantial portion of their time to presenting and solving problems. These problems often require the application of previously presented procedures and enable students to readily identify the method needed to solve them.

Sign in / Sign up

Export Citation Format

Share Document