scholarly journals Music at BNCC and the possibilities of applying Computational Thinking using Scratch

2021 ◽  
Author(s):  
Graziela Ferreira Guarda ◽  
Julián Alberto García-García
Keyword(s):  
Elementary Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Education Standards ◽  
Online Distance Education ◽  
National Education ◽  
Face To Face ◽  
Online Distance ◽  
Potential Tool

Music is a very favorable field of knowledge for the development of creativity. With this in mind, this paper presents results of investigate the role of music in the school curriculum in the three stages of Brazilian Elementary Education. For this, a qualitative approach of descriptive nature was used, exploring the guidelines for the teaching of music at National Education Standards (BNCC) and, at the end, purpose an activity for the application of Computational Thinking (CT) using Scratch as potential tool for creative mediation in the field of song. The proposed activity is in line with both the BNCC guidelines and the pillars of the CT and can be adapted to all types of teaching: face-to-face, online, distance education and hybrid

scholarly journals Individual Differences in Perceptions of Social Presence: Exploring the Role of Personality in Online Distance Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 188-201
Author(s):  
Joshua Weidlich ◽  
Karel Kreijns ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Social Presence ◽  
Big Five Personality ◽  
Education Students ◽  
Online Distance Education ◽  
Trait Level ◽  
Online Distance Learning ◽  
Online Distance

Abstract Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct.

“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

The role of partnerships in academic capacity building in open and online distance education

2016 ◽  
Vol 37 (2) ◽  
pp. 196-207
Author(s):  
Geesje van den Berg ◽  
Muriel Joffe ◽  
Stella C. S. Porto
Keyword(s):  
Distance Education ◽  
Capacity Building ◽  
Online Distance Education ◽  
Online Distance

scholarly journals Development of Information Systems Models Management for Students

2019 ◽  
Vol 1 (7) ◽  
Author(s):  
Subaiki Ikhwan ◽  
Mukhneri Mukhtar ◽  
Mochamad Wahyudi
Keyword(s):  
Information Systems ◽  
Management Information Systems ◽  
Management Information ◽  
Education Standards ◽  
National Education ◽  
Student Management ◽  
Systems Models ◽  
The Government ◽  
Student Data Collection

Student management is an important part that must be considered by schools. The government has made standardized rules for how schools can manage students so that they are in accordance with National Education Standards. Student management activities start from registration, until student services that have been arranged neatly, may not run optimally, if schools are still manual in tidying student data collection. By him the role of student management information systems is very important for every school to have. This study aims to determine how schools can create student management information systems that are feasible and effective.

scholarly journals ОСОБЛИВОСТІ МОТИВАЦІЇ СТУДЕНТІВ-ПЕРШОКУРСНИКІВ В УМОВАХ ДИСТАНЦІЙНОГО КАРАНТИННОГО НАВЧАННЯ

2021 ◽  
pp. 80-89
Author(s):  
Злата Ржевська-Штефан
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Social Contexts ◽  
Face To Face ◽  
Study Results ◽  
Efl Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation And Learning

Статтю присвячено проблемі мотивації до навчання студентів-першокурсників університету в умовах карантинного дистанційного навчання, для яких вимушений і раптовий перехід на дистанційну форму співпав з періодом їх адаптації до навчання у виші. Проаналізовано переваги та обмеження дистанційної форми навчання в плані мотивування студентів до досягнення навчальних цілей. Розкрито специфіку мотивації студентів в умовах дистанційного карантинного навчання. З метою вивчення особливостей мотивації до навчання студентів першокурсників в умовах карантинного дистанційного навчання використано методику «Шкали академічної мотивації» Т.О. Гордеевої, яка дозволяє визначити рівень розвитку різних мотиваційних конструктів в контексті теорії самодетермінації. Визначено, що у більшості студентів під час академічного року 2020-2021 домінувала внутрішня мотивація, а загальною тенденцією в динаміці мотивації студентів було незначне зниження показників за всіма шкалами як внутрішньої, так і зовнішньої мотивації. Виключенням є показники шкали амотивації, яка несуттєво зросла. Порівняння отриманих результатів із даними про мотивацію першокурсників, що навчались очно, показало, що мотивація студентів, що навчалися в умовах дистанційного та змішаного навчання, виявилась достовірно вищою за всіма шкалами внутрішньої мотивації, а також за шкалами мотивації самоповаги та інтроеційованої мотивації. Виявлені особливості, на наш погляд, визначають специфіку адаптаційних процесів першокурсників в умовах карантинного дистанту. Також отримані результати свідчать, що, попри негативний вплив умов локдауну, студенти виявились достатньо мобілізованими для подолання викликів адаптації до незвичних умов навчання. В свою чергу умови дистанційного навчання спільно з викликами пандемії створили підґрунтя для активізації процесів саморегуляції першокурсників і набуття ними суб’єктного досвіду. Водночас цих умов вочевидь недостатньо для того, щоб такі процеси набули масовості та більшої глибини. Література Гордеева, Т.О., Сычев, О.А., & Осин, Е.Н. (2014). Опросник «Шкалы академической мотивации». Психологический журнал, 35(4), 96–107. Дворецкая, Т.А., & Ахмадиева, Л.Р. (2018). Динамика направленности учебной мотивации у студентов разных курсов в течение учебного года. Профессиональное образование в современном мире, 8(2), 1924–1933.https://doi.org/10.15372/PEMW20180222 Іванеко, Ю. (2020). Дистанційне навчання як засіб розвитку самоорганізації студентів. Збірник наукових праць «Проблеми сучасної психології», 49, 60–83. https://org/10.32626/2227-6246.2020-49 Красюк, Ю.М. (2010). Проблеми мотивації навчальної діяльності студентів дистанційної форми навчання. Режим доступу: https://ir.kneu.edu.ua/bitstream/handle/2010/25885/ZE_Krasiuk.pdf?sequence=1&isAllowed=y Панферов, В.Н., Безгодова, С.А., Васильева, С.В., Иванов, А.С., & Микляева, А.В. (2020). Эффективность обучения и академическая мотивация студентов в условиях онлайн-взаимодействия с преподавателем (на примере видеолекции). Социальная психология и общество, 11(1), 127–143. https://doi.org/10.17759/sps.2020110108 Прибилова, В. (2017). Проблеми та переваги дистанційного навчання у вищих навчальних закладах України. Проблеми сучасної освіти, 4, 27–36. Режим доступа: https://periodicals.karazin.ua/issuesedu/article/view/8791 Пуляєва, В.Н., & Неврюев, А.Н. (2019). Академическая мотивация: как фактор удовлетворенности образовательными услугами. Креативная экономика, 3, 533–544. Режим доступа: http://elib.fa.ru/art2019/bv480.pdf Савин, Е.Ю. (2019). Соотношение субъектного опыта студента с внешней и внутренней мотивацией академической активности. Мир науки. Педагогика и психология, 2. Режим доступа: https://cyberleninka.ru/article/n/sootnoshenie-subektnogo-opyta-studenta-s-vneshney-i-vnutrenney-motivatsiey-akademicheskoy-aktivnosti Смульсон, Ю.Л. (2012). Дистанційне навчання: психологічні засади. (Монографія). Кіровоград : Імекс-ЛТД. Biwer,, Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin,A. (2021). Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Front. Psychol., 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593 Deci, E., & Ryan, R.M. (2012). Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation, 1–26. http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0006 Markova, Т., Glazkova, І., & Zaborova, Е. (2017). Quality Issues of Online Distance Learning. Procedia – Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043 Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R.E., & Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9  Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.  Retrieved from https://dergipark.org.tr/en/pub/jetol/issue/60134/817680 Stark, E. (2019). Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students. Online Learning, 23(3), 234–251. http://dx.doi.org/10.24059/olj.v23i3.1556  

PENGEMBANGAN KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 4 (2) ◽  
pp. 149-158
Author(s):  
Hilal Mahmud ◽  
St Muzdalifah
Keyword(s):  
Student Learning Outcomes ◽  
School Principal ◽  
Islamic Education ◽  
Education Standards ◽  
National Education ◽  
Teacher Creativity ◽  
Principal Performance ◽  
Professional Guidance ◽  
And Training

This study aims to identify the role of supervisors and the teacher creativity of Islamic Education in the learning process at SMP Negeri 4 Masamba. This type of research is qualitative using interviews, observation, and study documentation in collecting data. The results showed that there were a number of roles carried out by the supervisors of Islamic Education at SMP Negeri 4 Masamba in developing teacher creativity, including: teacher and/ or school principal guidance (directing), monitoring the implementation of National Education Standards, evaluating teacher and principal performance, evaluating the results of the implementation of supervision programs at target schools, professional guidance and training programs for teachers and principals. Teacher creativity is shown in the planning and implementation of learning activities, as well as evaluating student learning outcomes.

scholarly journals Teaching Across Disciplines and Institutions

Rangelands ◽  
2012 ◽  
Vol 34 (3) ◽  
Author(s):  
Karen R. Hickman ◽  
Melanie Murphy ◽  
Keyword(s):  
Limited Resources ◽  
Online Distance Education ◽  
Face To Face ◽  
The Past ◽  
Science Management ◽  
Teaching Faculty ◽  
Online Distance ◽  
Employment Needs ◽  
Institutional Boundaries ◽  
Severe Shortage

Several members of the Range Science Education Council (RSEC) are in rangeland programs that are being challenged by their administration to broaden the scope of courses to attract a wider audience, thus increasing enrollment, and to alter how the courses are taught (e.g., traditional face-to-face on campus, online, distance education). The challenges we face have been brought about by a couple of major issues. First, too few students are seeking degrees in rangeland science/management, resulting in a severe shortage of well-trained rangeland professionals available for current and future positions. Second, in the past decade or so, lower enrollment in many of the traditional, strictly rangeland classes put rangeland science/management programs at several universities in danger of elimination or absorption by other programs, ultimately reducing the number of graduates available to fill the growing demand. In addition, many programs no longer hire faculty with primarily teaching appointments. Because of this, our programs have fewer teaching faculty with backgrounds in rangelands, and both new and current rangeland faculty are compelled to increase class sizes, course loads, and the number of program graduates. Given these pressures, we are faced with larger classes filled with students representing a wider audience, with sometimes drastically different backgrounds and views. Although these limited resources are challenging, they also provide an opportunity to make innovative advances in curricula and produce well-rounded students that can fill rangeland employment needs. Two primary approaches to meeting the current challenges of range programs are to teach across disciplines and across institutional boundaries. 

scholarly journals WEB SERVICE UNTUK INTEGRASI DATA MATERI PELAJARAN SEKOLAH MENENGAH PERTAMA (SMP) SECARA TERDISTRIBUSI

2019 ◽  
Vol 3 (2) ◽  
pp. 126
Author(s):  
Astika Ayuningtyas ◽  
Yuliani Indrianingsih
Keyword(s):  
Web Service ◽  
The Internet ◽  
Service Network ◽  
Education Standards ◽  
Distributed Information ◽  
National Education ◽  
Effective Learning ◽  
Digital Hardware ◽  
The Web

The National Education Standards Agency's (BSNP) curriculum requires in principle the active participation of students in collecting information from various media, including one on the Internet. The role of schools, especially teachers, in providing sources of materials is also very necessary. The Internet is one of the means of information essential to the learning process. Therefore, setting up a digital hardware service network can be an effective learning tool. Digital hardware services can be mutually integrated between schools to obtain a variety of physical resources. The existence of a web service can integrate subject data into each school and can provide distributed information to many providers and service users according to the needs of each user. The Web service is different from a search engine system that does not provide the necessary data integration on hardware service systems that connect data between schools to be distributed to users according to their needs. The web service technology that is built is able to integrate the subject's service material and can be distributed to many users with different needs.

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