Cancer Research in the Time of COVID-19: A Colombian Narrative

Cancer research is deficient in Colombia and efforts and resources diverted due to the COVID-19 pandemic could worsen the situation. We explore the impact of the pandemic on cancer research funding, output, and conduct. We sought information at national level and used the experience of an academic reference center to contrast the impact at institutional level. We searched databases and official documents of national governmental institutions, trial registries, hospital registries, and the Web of Science. We interviewed principal investigators (PIs) to retrieve information on the conduct of cancer research. A decline in resource availability and new proposals was observed at the national level with a shift to COVID-19 related research. However, at institutional level there was no decline in the number of cancer research proposals. The predominance of observational studies as opposed to the preponderance of clinical trials and basic science in high-income countries may be related to the lower impact at institutional level. Nevertheless, we found difficulties similar to previous reports for conducting research during the pandemic. PIs reported long recovery times and a great impact on research other than clinical trials, such as observational and qualitative studies. No significant impact on research output was observed. Alternatives to ensure research continuity such as telemedicine and remote data collection have scarcely been implemented given limited access and low technology literacy. In this middle-income setting the situation shows a notable dependency of international collaborations to develop research on COVID-19 and cancer and to overcome challenges for cancer research during the pandemic.

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

Digital Financial Knowledge and Behavior of Generation Z in Indonesia

The Indonesian Population Census 2020 reported that the majority of Indonesia's population is in the productive age group and dominated by Generation Z (27.94%). As the generation that currently dominates the population, Generation Z's characteristics are important to learn. They are the future. Generation Z has the potency to accelerate Indonesia's financial inclusion through digitalization because they are adaptable to technology. Responding to the survey results which put Generation Z in Indonesia in the first rank for the levels of happiness and religious awareness, a survey was conducted for Islamic financial technology literacy to find out how they face challenges as well as opportunities in digital era to be in line with religious values and may accelerate financial inclusion. The great potential of Generation Z for technology as well as religious awareness in turn will support financial inclusion towards inclusive development in Indonesia. Hence, this chapter will describe the survey results of digital financial knowledge and behavior of Generation Z in Indonesia.

Game-Based Pedagogy and Learner Identity Development

This chapter explores the potentially negative and positive impacts of game-based pedagogy on personality development. The methodology of this chapter is qualitative basic research, while the theoretical framework is critical theoretical analyses, articulated around psychodynamic theory, analytic psychology, and positive psychology. The negative view of game-based personality development presupposes ‘learners for technology' or the pessimistic view, while the positive view of game-based personality development considers ‘technology for learners' as being a perspective which facilitates media literacy, higher order thinking, higher emotional intelligence, and pro-social behaviors. The conclusion is that the positive view of game-based personality development would facilitate learners' effective and efficient acquisition of 21st century literacy skills, that is, information literacy, media literacy, and technology literacy.

Sociopreneurship

This chapter introduces social entrepreneurship plans aimed at establishing an entrepreneurial ecosystem in academia. The program makes use of the university's literacy technology and academic assistance. This program is designed for lecturers and higher education students to help MSMEs. Ecological entrepreneurship can be formed through design activities. Through appropriate teaching design and activity duration, activity mechanism, and recognition of students' academic performance and course conversion, the plan has achieved high success on the basis of implementation, and the results can be seen from the output of the output form. The plan also implemented a quality assurance system aimed at achieving student standard achievement (SSA). In addition, supporting organizations outside academia also ensure that the social entrepreneurship technology literacy program for small, medium, and micro enterprises can truly establish an entrepreneurial ecosystem in academia.

EFL Teachers’ Strategies in Implementing the 21st Century Skills Applied in 2013 Curriculum

Curriculum is a guide that has a very crucial role in the learning process. As a guide that determines success in achievement in learning, it is necessary to make improvements in the preparation of the curriculum, therefore curriculum 13 is designed for learning in the 21st century. The aim of this research is to investigate the strategies of EFL teachers in applying the 21st century skills embedded in the 2013 curriculum. This research uses a qualitative research approach. Research data were obtained through in-depth interviews, document analysis, and observation. The data analysis in this research used descriptive qualitative. The findings of this study indicate that: 1) Four English teachers at SMAN 1 Pringgarata usedasking questions, group discussions, debates, role play, inquiry-based learning, project-based learning, and social media to teach, students acquire using these strategies learning skills, literacy skills, and life skills such as critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, social, and leadership skills in which these skills are embedded in 2013 curriculum 2) The problems faced by teachers were different characters of students, lack of student motivation, mastery of teaching strategies was low, crowded class, limited teaching time allotment, and lack of learning resources. 3) In overcoming this problem, the teacher offers several solutions to become an independent teacher in search of additional material, approaching students who have low motivation in class, have manuals to make the management class better, and use games in teaching to make learning fun.

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.

Saint Louis University GWEP Pivots to Virtual Service Delivery: Lessons Learned

In response to the COVID-19 pandemic, Saint Louis University GWEP quickly pivoted service initiatives to online formats. Despite challenges of technology literacy and access, GWEP faculty, staff, and students creatively adapted in-person programming to online delivery and developed new virtually-delivered services. These service delivery adaptations provided opportunities for educating students, residents, faculty, community partners, and older adults and their caregivers to gain new knowledge and skills while continuing to participate in programming. This presentation will highlight innovations in the area of services to persons with dementia through Cognitive Stimulation Therapy, caregivers through education and support programs, older adults experiencing loneliness and social isolation through Circle of Friends, and older adults and caregivers through a virtual geriatric assessment clinic. We share highlights here of our efforts to pivot programming, access new funding streams, and, in some cases, create online delivery, including valuable lessons learned.