scholarly journals "My Picture is About Opening Up Students' Minds Beyond Our School Gate!" School Principals' Perceptions of STEM Learning Environments

2020 ◽  
Vol 6 (1) ◽  
pp. 18-38
Author(s):  
Vesife Hatisaru ◽  
Sharon Fraser ◽  
Kim Beswick
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Future Research ◽  
Stem Learning ◽  
Research Directions ◽  
Future Research Directions ◽  
Stem Teaching ◽  
Principals Perceptions

The provision of effective leadership in STEM education is essential to support teachers to consider approaches to STEM and to carry them out effectively. Principals’ perceptions of STEM teaching and learning are, therefore, significant. In this paper we report on the perceptions of 21 primary and secondary school principals through their completion of the Draw a STEM Learning Environment Test (D-STEM), assessed through a customised rubric. Findings revealed that the participant principals maintained a diversity of interpretations of STEM learning environments primarily equated to the use of student-centred pedagogies in classrooms. Very few responses depicted and/or described teaching and learning practices anchored in realistic problems, which can enable the integration of individual STEM disciplines, and engage students in the translation of concepts across multiple representations. The use of representational tools remained implicit or was absent in most of the responses. Findings are discussed along with methodological issues, and implications and future research directions are suggested.

A Structural Approach to Management Teaching for Developing Learning SMEs

2019 ◽  
pp. 239-262
Author(s):  
Milan Branko Vemić
Keyword(s):  
Process Modeling ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Monitoring And Evaluation ◽  
Future Research ◽  
Teacher Roles ◽  
Research Directions ◽  
The Third ◽  
Future Research Directions ◽  
Teaching Programs

The chapter proposes a new analytical approach in developing learning small and medium-sized enterprises (SMEs). The specific context looks at various approaches and modeling innovatively structured management teaching and learning processes particularly for medium-sized enterprises which play a key role in economic development. Designed are phases of establishing learning SMEs in changing their complex organizational culture and strategy emphasizing employees, training and awareness, experimentation, making mistakes, innovation, and creativity. Main management teaching methods are revisited. The third section optimizes some variables of management teaching and erudition processes, particularly key methods, projects, seminars, literature, exams, and ranking knowledge. Methodology included SME teaching process modeling techniques, analysis, and comparison of SMEs with teaching programs, project technique of monitoring and evaluation. In addition, the author models specific student/teacher roles and provides recommendations for future research directions in development of medium-sized firms.

Using Mobile Phones for Assessment in Contemporary Classrooms

2016 ◽  
pp. 116-138 ◽  
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Assessment Practice ◽  
Research Directions ◽  
Future Research Directions ◽  
Mobile Assessment

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.

scholarly journals Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana

2021 ◽  
pp. 156-160
Author(s):  
Theophilus Apenuvor ◽  
Frank Yao Gbadago ◽  
Kwadwo Ankomah ◽  
Agnes Fafa Anthony
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Future Research ◽  
Colleges Of Education ◽  
Research Directions ◽  
Ashanti Region ◽  
Future Research Directions ◽  
Approach To Teaching ◽  
Structured Questionnaire

In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.

scholarly journals Distance learning of foreign languages

2006 ◽  
Vol 39 (4) ◽  
pp. 247-264 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Future Research ◽  
Research Directions ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Future Research Directions ◽  
Teaching Learning ◽  
The Way

This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.

An exploration of challenges and support when coaches model instruction for teachers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evthokia Stephanie Saclarides
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
Design Methodology ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Research Directions ◽  
Content Type ◽  
Modeling Instruction ◽  
Future Research Directions

PurposeModeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and support coaches faced while modeling instruction for teachers.Design/methodology/approachTwenty-nine semi-structured interviews were conducted with five coaches and six elementary teachers in two different school districts in the United States. The data were qualitatively coded using a combination of literature-driven and emergent codes.FindingsParticipants identified 16 distinct challenges they faced during coaching cycles involving modeling, and 11 supports that could ultimately enhance the success of the modeled lesson for all involved parties. These challenges and support spanned the broad categories of contextual factors, management and logistics, pedagogical dilemmas and teacher learning.Originality/valueAlthough modeling is a popular coaching activity, researchers have only an emerging understanding of the challenges associated with modeling instruction, as well as the support that can enhance the modeled lesson's success. By having a thorough understanding of such challenges and support, coaches can effectively leverage modeling to support teaching and learning at their schools. Hence, the findings from this study will importantly inform coaching practice, as well as future research directions.

Using Mobile Phones for Assessment in Contemporary Classrooms

2020 ◽  
pp. 573-595
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Assessment Practice ◽  
Research Directions ◽  
Future Research Directions ◽  
Mobile Assessment

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.

Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills

2022 ◽  
pp. 1-24
Author(s):  
Abueng R. Molotsi ◽  
Leila Goosen
Keyword(s):  
South Africa ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Final Section ◽  
Future Research ◽  
Research Directions ◽  
North West ◽  
Future Research Directions ◽  
Made In

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

Developing Educational Screencasts

2010 ◽  
pp. 213-226
Author(s):  
Damien Raftery
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Future Research ◽  
Design Issues ◽  
Research Directions ◽  
Step Process ◽  
Computer Screen ◽  
Future Research Directions ◽  
College Websites

YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.

Developing Educational Screencasts

2011 ◽  
pp. 665-678
Author(s):  
Damien Raftery
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Future Research ◽  
Design Issues ◽  
Research Directions ◽  
Step Process ◽  
Computer Screen ◽  
Future Research Directions ◽  
College Websites

YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.

21st Century Education Technologies for Engineers and IT Professionals

2012 ◽  
pp. 9-21
Author(s):  
Chan Chang Tik
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Expected Returns ◽  
Future Research ◽  
Research Directions ◽  
21St Century Education ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Future Research Directions ◽  
Reciprocal Peer Tutoring

The word technology is inaccurately linked to hardware or tools only, and this misunderstanding has resulted in large sum of money invested in hardware or tools. In consequence, institutions and companies do not get the expected returns from these investments. One of the possible reasons for this could be the lack in understanding and knowledge of software and technology. This chapter attempts to describe the various education technologies in the forms of hardware or tools as well as software which include teaching and learning methods and how they are blended together to achieve effective communications. The technologies described in this chapter are blended learning, podcast, reciprocal peer tutoring, and personal learning environment. Finally, the chapter outlines some future research directions in the area of education technologies.

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