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2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Ran Yan

The development of information technology has brought tremendous changes to our country’s education. Based on the 5G + Internet, the article proposes a brand-new intelligent education model and proposes an ST analysis method, which mainly studies the teacher and students in the classroom. Class performance, based on Yebes network, proposed a learning decision method and application. The research results of the article show the following: (1) The article compares the monthly test scores of three variables under two different teaching modes. The results show that the performance of the online teaching mode is generally better than that of the traditional teaching mode, and the performance of the experimental class has increased more, with an average growth score of 4.83, indicating that there are significant differences in students’ learning and cognitive abilities under different teaching models. (2) The article compares the students’ knowledge mastery under two different teaching modes. The results show that under the traditional teaching mode, the students’ knowledge mastery is low, and the complete mastery rate is only 15%. In the network multimedia teaching mode, the students’ knowledge mastery rate has been greatly improved, the complete mastery rate is as high as 45%, and the students’ mastery of knowledge has been extremely improved, indicating that the network multimedia teaching mode can stimulate students’ learning interest more, improve learning efficiency. (3) Studying the differences in the source of curriculum resources of three different types of teachers, and the results show that the proportion of curriculum resources downloaded through the Internet is the largest; in the investigation of the impact of multimedia teaching on the classroom, the cooperation rate of students when multimedia teaching is not used, classroom practice accuracy and classroom completion rate are low, but after using multimedia teaching, students’ cooperation rate and classroom practice accuracy rate have been greatly improved, among which the accuracy rate of the experimental class is as high as 62.4%, and the students’ thinking ability is also good. Great improvement.


2022 ◽  
pp. 073563312110629
Author(s):  
Joerg Zumbach ◽  
Lena von Kotzebue ◽  
Constanze Pirklbauer

Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.


2022 ◽  
pp. 004005992110683
Author(s):  
Stephen D. Kroeger ◽  
Kathryn Doyle ◽  
Christina Carnahan ◽  
Andrew G. Benson

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.


2022 ◽  
pp. 004208592110651
Author(s):  
Kavita Kapadia Matsko ◽  
Karen Hammerness ◽  
Robert E. Lee

Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.


2022 ◽  
Vol 34 (1) ◽  
pp. 35-43
Author(s):  
Angela Ramsoondur ◽  
Sheila Wong Kong Luong

This article considers manifestations of both  global and local Shakespeares in Mauritius. It starts with Dev Virahsawmy’s Shakespeare adaptations – Toufann (1991) in particular – as a well-known point of reference, placing the globalisation of Shakespeare in a localised (Mauritian) space into perspective via a discussion of language and context. The authors then reflect on the use of YouTube in the teaching of Shakespeare in undergraduate classes at the University of Mauritius, with selected adverts and music videos exemplifying a new ‘mash-up’ form of Shakespeare. Both Shakespeare and YouTube are carriers/channels of culture; while Shakespeare remains an emblematic figure, however, tertiary level classroom practice challenges the notion that his works are ‘timeless’ and ‘universal’.


2022 ◽  
pp. 1451-1472
Author(s):  
Leslie Haas ◽  
Jill Tussey

This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.


2022 ◽  
pp. 21-45
Author(s):  
Katerina V. Glezou

This chapter focuses on the design and implementation of coding, programming, and robotics activities in real-world classroom conditions in early childhood education that foster computational thinking and creativity. The study extends the author's experience in designing learning environments through experimentation, exploration, expression, construction, meaning negotiation, and collaboration. The author tries to gain further insight into the potential of implementing unplugged activities, robotics systems, and programming environments in the context of multi-disciplinary, hands-on activities. Using a variety of tools, strategies, and methods as well as qualitative approaches employed in case studies of classroom practice during Afternoon Robotics Club courses, the findings highlight the overall process indicating some special features that contribute to or cause difficulty in the formation of an effective learning experience. Special issues of interest, key aspects, solutions, and recommendations, as well as future research directions, are discussed.


2022 ◽  
pp. 15-36
Author(s):  
Jeneva Clark ◽  
Jonathan M. Clark

After a trio of hour-long interviews with a self-professed self-directed learner, the authors present an honest narrative conveying an authentic account of a real human being who has directed their own learning. In this chapter, vignettes of raw interview data are presented as conversations to tell a biographical story while discussions of related ideas and principles provide context for those stories. The authors analyzed 20,576 words from interview transcripts for emergent themes using a grounded theory approach. After coding, memoing, and sorting data, salient themes that emerged included identity, patience, motivation, agency, trust, and classroom practice.


2021 ◽  
Vol 20 (2) ◽  
pp. 13
Author(s):  
ANA LUISA GÓMEZ-BLANCARTE ◽  
REYNALDO ROCHA CHÁVEZ ◽  
ROSA DANIELA CHÁVEZ AGUILAR

This paper presents partial results of a one-year project funded by a grant from Mexico’s National Science and Technology Council and the National Institute for the Evaluation of Education that was designed to characterize the teaching of statistics in Mexican high school education. Work was organized in two 6-month phases. The first stage involved documentary research that consisted of analyzing the study programs of statistics courses used at 12 high school-level educational systems. The second used the field research technique to design and administer a survey called “Teaching Statistical Literacy, Reasoning and Thinking” (TSLRT), that was answered by 754 high school statistics teachers at those 12 educational systems. Both phases were based on the theoretical ideas of statistical literacy, reasoning and thinking, and were conducted with the aim of constructing a reference framework to analyze the study programs (phase one) and design the items included in the TSLRT survey (phase two). Here, we report results from the survey applied, which was comprised of 18 items on sociodemographic variables and 65 Likert scale items that measured the degree to which teachers’ classroom practice focused on elements of statistical literacy, reasoning and thinking, or shared elements. Confirmatory factor analysis was applied to the responses to the 65 Likert scale items. Results indicate that the responses fit a one-dimensional model. Finally, we discuss the pedagogical and theoretical implications of the TSLRT survey results.  Abstract: Spanish En este artículo, reportamos parte de los resultados de un Proyecto de investigación de un año, el cual fue financiado por el Consejo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa. El Proyecto fue diseñado para caracterizar la enseñanza de la estadística en la Educación Media Superior mexicana, y se organizó en dos fases de 6 meses cada una. La primera etapa involucró un estudio documental que consistió en analizar los programas de estudio de la materia de estadística utilizados en 12 diferentes sistemas educativos de educación media superior. La segunda usó la técnica de investigación de campo para diseñar y administrar un cuestionario llamado “Enseñanza de una Cultura, Razonamiento y Pensamiento Estadístico” (TSLRT, por sus siglas en inglés). El cuestionario fue respondido por 754 profesores de educación media superior que imparten la materia de estadística y laboran en escuelas de los 12 sistemas educativos mencionados. Ambas fases estuvieron basadas en las ideas teóricas de cultura, razonamiento y pensamiento estadístico con el objetivo de construir un marco de referencia para analizar los programas de estudio (fase uno) y diseñar los ítems incluidos en el cuestionario TSLRT (fase dos). Aquí, reportamos los resultados del cuestionario aplicado, el cual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que midieron el grado en que la enseñanza del profesor se centra en elementos de una cultura, razonamiento y pensamiento estadístico, o en elementos comunes. Se aplicó un análisis factorial de confirmación a las respuestas de los 65 ítems. Los resultados indican que las respuestas se ajustan a un modelo unidimensional. Finalmente, discutimos las implicaciones pedagógicas y teóricas de los resultados del cuestionario.


2021 ◽  
Vol 14 (1) ◽  
pp. 110
Author(s):  
Nicola Walshe ◽  
Louise Sund

We are writing this editorial in the weeks preceding COP26; as we do, wall-to-wall coverage of events and speculation of what might (or might not) be achieved across mainstream and social media channels suggest that awareness of the impacts of climate change on planetary sustainability and human and nonhuman forms of life has never been higher [...]


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