scholarly journals CAN SPATIAL ABILITY BE TRAINED – THE ANALYSIS OF PREPARATORY COURSE FOR ENROLMENT AT THE FACULTY OF ARCHITECTURE

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Maja Ilić ◽  
Sandra Kosić-Jeremić ◽  
Dajana Papaz
Keyword(s):  
Digital Media ◽  
Creative Thinking ◽  
Spatial Abilities ◽  
Spatial Thinking ◽  
Entrance Exam ◽  
Predictor Of Success ◽  
Preparatory Course ◽  
Spatial Presentation ◽  
Banja Luka ◽  
Media And Technology

Spatial abilities are becoming an increasingly important predictor of success, especially in professions that balance analytical and creative thinking, such as architecture, especially with the increasing presence of digital media and technology, and the importance of the spatial presentation of one’s ideas. There are differing opinions as to whether these abilities can be improved, or whether a spatial thinking strategy can be developed. At the Faculty of Architecture and Geodesy in Banja Luka (FACEG), spatial abilities have long been part of the entrance exam, and this paper will address the analysis of preparatory teaching at FACEG in this area and the success of the entrance exam for two groups of candidates - those who attended preparatory classes and those who prepared independently.

scholarly journals Spatial Thinking in Children’s Education: The relationship between Geography and Cartography

2019 ◽  
Vol 2 ◽  
pp. 1-6
Author(s):  
Paula Cristiane Strina Juliasz ◽  
Sonia Maria Vanzella Castellar
Keyword(s):  
Cognitive Activity ◽  
Spatial Abilities ◽  
Spatial Knowledge ◽  
Spatial Thinking ◽  
Cultural Perspective ◽  
Children's Education ◽  
Graphic Representations ◽  
Children’S Education ◽  
Way Of Thinking ◽  
The Relationship

<p><strong>Abstract.</strong> Spatial thinking, comprised of concepts, representations and spatial abilities, is a cognitive activity developed in everyday living, and can be systematized through different school disciplines, mainly Geography. The comprehension of this concept and the investigation of how it can be developed and systematized in schools are critical points, involving different languages that represent the space. Our main objective is to propose theoretical and methodological references for the spatial knowledge of children aged between 4 and 6 years old. The research is based on the following question: Which spatial abilities and concepts can be addressed in activities aimed at developing spatial thinking in children aged 4 to 6 years old? To answer this question and achieve the main objective, the specific objectives were: a) to investigate and analyze the pertinence, possibilities and approaches regarding the spatial notions in children’s education; b) develop teaching situations based on guiding theories about spatial thinking, children’s drawing and the concept construction under a historical and cultural perspective; c) understand the patterns in children’s graphic representations; and d) analyze the children’s dialogues. The analysis of the research data allowed us to conclude that drawing is part of the cartographic initiation, and words are fundamental elements that concretize the way of thinking, in this case, spatial thinking ability. In this research, we reaffirm the direct relationship between Geography and the development of spatial thinking, considering the very nature of this Science, and Cartography as the language used to materialize this way of thinking.</p>

Unearthing Techno-Ecology

2015 ◽  
Vol 1 (1) ◽  
pp. 21-38
Author(s):  
Tim Barker ◽  
Conor McKeown
Keyword(s):  
Digital Media ◽  
Communication Systems ◽  
Computer Code ◽  
Natural World ◽  
Media Technology ◽  
Active System ◽  
Technical Study ◽  
Historical Developments ◽  
Air Conditioning Systems ◽  
Media And Technology

Abstract Studies of media and ecology are often reduced to questions of representation: understanding the cultural mediation of nature means looking to screen based content. However, given recent work in materialist media studies from Doug Kahn, Lisa Parks and Eugene Thacker in particular, a new possibility comes into view. We now know that before nature is mediated through culture, it is often passed through layers of technology. With that in mind, this paper offers a radical rethinking of the technological mediation of the ecological. Through a study of the technical apparatus as an active system of knowledge, two different sections of the paper will illustrate the ‘tool-kit’ that makes possible a technical study of ecology. The first looks to historical developments of hardware such as the telegraph, radio, and satellites to pinpoint examples where media technology has been used to pick up signals from the natural world. Framed by the philosophy of Peter Sloterdijk, it explores the way nature has been given form through its transduction into communication systems. The second section of this paper, addressing ecology on a different register, looks past the surface of digital media to the manner in which ecologies are mediated via computer code. In this section, by conducting a reverse-engineering of the software based eco-media videogame Mountain (O’Reilly, 2014), we encounter the ecological structure of code systems which could be applied to other data visualisation systems. These two methods of analysis suggest the possibilities of a technologically focused study of eco-media: in coming to grips with both global and internal ecologies through what Sloterdijk terms ‘air conditioning’ systems - the material processes that provide the atmosphere of everyday life - we investigate the possibilities for innovative, post-human, approaches to a natural world entwined with media and technology.

scholarly journals They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills

2019 ◽  
Vol 7 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Priscila Berger ◽  
Jens Wolling
Keyword(s):  
Regression Model ◽  
Digital Media ◽  
Digital Literacy ◽  
Technology Use ◽  
Formal Education ◽  
School Type ◽  
Final Model ◽  
Factors Associated ◽  
Teacher Age ◽  
Media And Technology

The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.

Apps on laps: digital storytimes in public libraries in Aotearoa New Zealand

2018 ◽  
Vol 36 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Anne Goulding ◽  
Mary Jane Shuker ◽  
John Dickie
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Digital Media ◽  
Online Survey ◽  
Public Library ◽  
Human Interaction ◽  
Content Type ◽  
Mixed Response ◽  
Aotearoa New Zealand ◽  
Media And Technology

Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.

Using digital media resources to train future education managers

2021 ◽  
Vol 47 (2) ◽  
pp. 129-137
Author(s):  
A. Kuatbekov ◽  
◽  
O.B. Tapalova ◽  
Keyword(s):  
Digital Media ◽  
Creative Thinking ◽  
Scientific Data ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Moment ◽  
The University ◽  
Future Education ◽  
Education Managers

This article highlights the topic of using digital media resources in training specialists - future education managers. At the present stage, the relevance of training future education managers is important for improving the quality of educational services in educational institutions. Research methods: theoretical analysis, methods of questioning and survey among students and teachers. The article presents the obtained experimental data on the study of the development of creative thinking of future education managers. The analysis was made of modern teaching methods, common to which is the focus on self-education through open access and media resources to information. The most popular at the moment are video materials, presentations. Little coverage in the educational process of the university is given to the topic of online libraries. Online libraries are an important part of education and contain a large amount of scientific data. The survey revealed that only 32% of students - future education managers are familiar with online libraries. The development of creative thinking should be a priority in the training of future managers of the secondary and higher education system.

scholarly journals Bringing Black Feminist's Thoughts, Self-Definitions, and Creative Agency to Digital Media and Technology Design

2022 ◽  
Author(s):  
Brooke Bosley ◽  
Takeria Blunt ◽  
Jihan Sherman ◽  
Brandy Pettijohn ◽  
Britney Johnson ◽  
...  
Keyword(s):  
Digital Media ◽  
Technology Design ◽  
Creative Agency ◽  
Media And Technology

scholarly journals E-Learning Model for Problem Based Learning on Heat and Thermodynamic Topics in High School

2018 ◽  
Vol 4 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Fauzi Bakri ◽  
Sunaryo Sunaryo ◽  
Velinda Finka Irawan ◽  
Dewi Muliyati
Keyword(s):  
High School ◽  
Digital Media ◽  
Learning Process ◽  
Physics Education ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Learning Model ◽  
Assessment Tools ◽  
Learning Models ◽  
E Learning

The development of information and communication technology (ICT) in the 21st century makes it easier for students to be more active in the learning process. Physics learning materials are needed to support the problem-based learning process in high school. This study aims to produce e-learning models for problem-based learning on Heat and Thermodynamics topics. The result shows media can be used in learning in high school class XI. We uses the research and development method, with the Dick and Carey model. The study was conducted in a digital media laboratory, Physics Education Department of Universitas Negeri Jakarta from January to June 2018. E-Learning models have been produced for problem-based learning in the topic of Heat and Thermodynamics. This WordPress-based E-Learning model can display physics material enriched with images, graphics, animations, simulations, and videos. Students are facilitated to understand the concepts learned. The e-learning model is equipped with assessment tools that can be used online. Students are facilitated to learn independently without limited space and time. The E-learning model developed was also equipped with discussion groups in the form of chats for all registered users. The media validation obtained the results of system evaluation, content, and e-learning infrastructure with 78.9 points average. The material validation gives an 81.55 rating. Concerning media and material, e-learning media is declared feasible as a medium for self-learning. The e-learning model for problem-based learning is feasible to use to train the ability to critical thinking, creative thinking, collaborative, and communicate for students in high school.

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