Analisis Presepsi Guru Tentang Pembelajaran Ilmu Pengetahuan Sosial Sekolah Dasar Berbasis Lingkungan

Environmental-based elementary school social science learning is a very important lesson in building a sense of concern for students about the surrounding environment both at school and in the community. However, teacher perceptions are needed in understanding environmental-based learning in order to apply it to classroom learning. Therefore, this study aims to analyze the teacher's perception of environmental- based Social Science learning. This research was conducted through surveys and giving questionnaires to school teachers, the sample of this study was 25 respondents from SDN Watugolong 02 teachers. The data of this study were analyzed using data interpretation analysis. The results of this study indicate that teachers' perceptions are positive about environmental-based Social Science-based learning with a percentage of 60% of 25 respondents and teachers give reasons that this learning will have a positive impact on elementary school students. In conclusion, the teacher's perception of environmental- based social studies learning is very positive. The positive thing in question is to build the character of students to foster a sense of care for the environment such as throwing garbage in its place.

Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms

Due to Covid-19 Pandemic, all teachers in Indonesia are required to teach students remotely using appropriate online teaching platforms. There various teaching platforms to be utilized such as Whatsapp, Edmodo, Google Classroom, Ruang-Guru, Kahoot, Google Meet, Zoom Cloud, etc. These platforms enable the teachers to simply interacting with the students in teaching-learning processes. The objective of this research is to explore the Indonesian English teacher’ perceptions on using online teaching platforms. This research uses a quantitative approach. The subject of this research is 40 English teachers of Senior High Schools in Kampar, Riau. Questionnaires are used as a technique of collecting data. Results prove that most of the English teachers have positive perceptions on the usefulness, ease of use, and accessibility aspects of online teaching platforms.

Spanish Teacher Attitudes Towards Digital Game-Based Learning

The consideration that the only goal of games is the achievement of entertainment is still commonly accepted, although there is now an outgrowing perspective that believes in the use of games to promote learning. This exploratory quantitative research examines both in-service and pre-service Spanish teacher perceptions (n = 112) about using digital games in their lessons, paying a special attention to the TPACK model, and comparing the results regarding age, gender, and professional situation. Responses show a positive attitude towards the potential use of video games in their lessons, although there are differences considering the results of the items concerning technological, pedagogical, or content knowledge. The data presented in this study is relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service and in-service teachers' knowledge and practical implementation of digital game-based learning (DGBL).

Emergent Bilinguals in Rural Schools

This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.

Rewriting Field-Based Literacy Practicum Experiences

High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.

Teacher Perceptions About the Incorporation of Mobile Devices in a Costa Rican Secondary School

Despite many studies researching the increased use and potential effectiveness of mobile devices in secondary education (high school) classrooms, less research has examined teachers' perceptions around such use. Accordingly, this qualitative (phenomenological) study used semi-structured interviews to explore 10 secondary teachers' perceptions around the use of mobile devices in Costa Rican classrooms. Utilizing an interpretive phenomenological analysis (IPA) approach to analyze the data of participants' experiences, results from this study found (1) that Costa Rican secondary teachers had mixed perceptions about using mobile devices for the teaching and learning process and (2) that mobile devices seem a “double edge sword,” which, if not used appropriately in the classroom, can be more detrimental than beneficial for students' learning processes.

Perceptions of Gender Stereotypes About Computer Game-Based Learning Among Pre-Service Teachers

The purpose of the present study is to develop a scale for measuring pre-service teacher perceptions of gender stereotypes about computer game-based learning, and conduct a preliminary study to explore the reliability and validity of the scale. Data was collected via survey from 119 pre-service teachers enrolled in a mathematics methods class at a mid-western university. Results of data analysis provided strong support for the reliability of the scale and partial support for its validity. Consistent with our hypotheses, perceptions of gender stereotypes were negatively related to computer gaming experience, gamer identity, and intention to use computer game-based learning in future teaching practice. At the same time, perceptions of gender stereotypes were positively related to perceived barriers to computer game-based learning. Factor analysis suggested a four-factor structure pertaining to four aspects of gender stereotypes with favorable perceptions towards male gamers: intrinsic motivation, competency, confidence, and game compatibility.

From In-Person to Online Teaching

Restrictions from the COVID-19 pandemic forced many teachers across the United States to teach their students remotely using online teaching strategies. Analyzing teachers' perceptions and expectations of online teaching before and during the pandemic help stakeholders understand how to better handle the challenges of online learning. The literature review examines the traditional differences between teaching online and in-person courses, challenges faced when teaching online courses, and teacher perceptions of online learning. The survey method was used to collect data on the experiences of online teaching before and during the pandemic from ninth through twelfth grade teachers in a North Texas school district. The study results show that factors such as a teacher age or years of experience had less influence determining if they were prepared for online teaching. Rather, factors like a teacher school campus, prior experience, and access to support structures correlated more to teachers having a high level of preparedness for online teaching.

Student and Teacher Perceptions of Citizenship Strategies Supported by the Internet of Things

Since the demands of civic life are constantly increasing, there is an emergent call for citizens to actively engage in local and wide societal issues. To build the portrayal of the study participants' participatory citizenship attitudes, several research instruments were implemented in the educational community. A closer look at the data analyzed presents a portrait of low involvement of students, as far as participatory citizens is concerned, in the educational community they belong to. Recently, we have witnessed the emergence of technological innovations, the internet of things (IoT) being one of them. Although IoT is not considered to be a new technology, teachers are just scratching the surface on how to use it to enhance innovative and disruptive learning scenarios. This chapter looks at the development of participatory citizenship co-constructed guidelines, based on students' and teachers' perceptions of citizenship strategies.