Open online system adoption in K-12 as a democratising factor

This study seeks to understand how district size and wealth factors influence the adoption of open-source online systems in primary and secondary (K-12) education. Most schools now utilise online systems (e.g. CMS, LMS, SIS) for a number of purposes, and it is anticipated that no-cost and open-source systems could be of great value for democratising access to information system resources and improving the plight of struggling schools. By using web extraction techniques to collect all public school website data for K-12 districts in the target state (n = 133) and merging this data-set with public financial records, researchers conducted a series of one-way analysis of covariance and multivariate analysis of variance tests to determine main effects. Results indicate that larger, wealthier districts are more likely to adopt open source systems than smaller, poorer districts. These results call into question the democratising impact of open-source systems for struggling schools and suggest the importance of literacy development for supporting open adoption.     

K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy

The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research.     

Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online

There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.     

Comparing K-12 online and blended teaching competencies: a literature review

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum.     

K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China

Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, this study investigated K-12 online learning experiences in China based on a large-scale survey (N = 118,589). Leveraging both quantitative and qualitative evidence, this study supported online learning as a flexible alternative to conventional schooling in emergency situations with a discussion of its benefits and limitations, and revealed key findings regarding K-12 students’ online learning pattern, experiences, and engagement, as well as the influencing factors. The research findings can inform the future design and implementation of online learning programs in primary and secondary schools.     

技术支持的基于创造的学习——美国中小学创客教育的内涵、特征与实施路径

近年,技术的快速发展、制造材料的不断丰富及应用成本的逐渐降低,为人们自己动手设计、制作与创造产品提供了更多可能,也推动了美国"创客行动"的兴起与发展。自2013年以来,美国越来越多的中小学开始加入"创客行动",实施"创客教育",将"基于创造的学习(Learning by Making)"视作学生真正需要的学习方式。本研究通过对美国中小学实施创客教育的理论研究成果及实践案例的分析,旨在对美国中小学创客教育的内涵、特征与实施路径进行梳理与总结。研究表明:美国中小学"创客教育"认为"基于创造的学习"是人类最基本的学习方式,创造是学习的途径,创造的产品即学习成果;全人发展是创客教育的根本目标,主要通过学生全身心投入到独立或协同创造进程得以实现;技术支持对于创客教育不可或缺,同时技术产品又可成为创造的目标指向。教育目标、情境及资源的整合性,学习过程与教学方式的开放性,教育过程的专业化是美国中小学创客教育的三大关键特征。此外,美国中小学创客教育的实施主要依托于精心设计的创客项目,教师对学生创造过程的专业化指导,以及来自政策、资金、人力、物力等多维度的支持。     

Applying the scholarship of teaching and learning: student perceptions,behaviours and success online and face-to-face

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience.     

A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.     

An analysis of high impact scholarship and publication trends in blended learning

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship.     

美国K-12阶段学校体育的发展及其启示

K-12阶段的学校体育是美国国民体育的基石,它主要在美国健康、体育、休闲与舞蹈协会和国家竞技与体育协会这两个专业机构的引领下获得发展。20世纪50年代以来,美国K-12阶段学校体育的发展时有起伏,并呈现出"钟摆式"的运动轨迹。其发展过程对于推动中国学校体育事业的发展有一定启示。     

Teachers' Cloud-Based Learning Designs: The Development of a Guiding Rubric Using the TPACK Framework

This study aimed to develop, validate, and trial a rubric for evaluating the cloud-based learning designs (CBLD) that were developed by teachers using virtual learning environments. The rubric was developed using the technological pedagogical content knowledge (TPACK) framework, with rubric development including content and expert validation of its items and levels. The rubric was revised based on various types of input including content validity and expert review. After many iterations of rubric implementation using two raters, the final version of the rubric was found to be reliable with high and substantial inter-rater reliability. This study provides a methodological contribution by developing and validating a rubric for teachers' cloud-based learning designs. It also provides a useful tool for evaluating the quality of teachers' CBLD, and assessing training needs.     

Project 2061: Systemic reform of K-12 education for science literacy

Project 2061 of the American Association for the Advancement of Science is a long-term initiative for systemic reform of K-12 education in science, mathematics, and technology. The project was named after the next return of Halley's comet to envision a future where all Americans are science literate. To fulfill this vision, Project 2061 is developing a coordinated set of reform tools for educators to use in achieving the goals of science literacy.     

Approaches to measuring use of research evidence in K-12 settings: A systematic review

An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity.     

Understanding professional learning for Computing teachers from the perspective of situated learning

ABSTRACT

Situated learning theory maintains that there is a relationship between learning and the social situation in which it occurs; learning is embedded in activity, context and culture. In terms of professional learning for teachers, this implies that effective learning takes place within a community where experts and novices meet and where practice is modelled; such a community needs to be deeply relevant to everyday practice in the classroom. In this paper, we discuss Computing At School, a grass-roots organisation that has grown up over the last 10 years through teacher communities, and also with broad support of academia and industry. In a time of increased interest in the inclusion of computer science in school curricular, Computing At School is a community of practice of all teachers affected by curriculum change in Computing and models an innovative approach to professional learning that is based on community and support. We describe here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.     

Impacts of common core state standards on early childhood education: Perspectives from Mississippi K-3 teachers

This study explored K-3 elementary schools teachers’ perceptions towards impacts of Common Core State Standards on early childhood education. A total of 54 teachers completed a questionnaire in which they were asked to rate the 9 questions related to their background, and then the extent to which they agree with 20 statements. The results showed no statistically significant difference of 9 factors by age group, years of teaching, and degree. There was statistically significant difference in 9 factors such as teaching grade, years of teaching the same grade, and school district. These findings could be used to answer that the implementation of the CCSS had some impacts on K-3 teachers, and these impacts had no relation with age group, years of teaching, and degree, but significantly related with teachers’ teaching grade, years of teaching the same grade, and school district.     

The adaptation of Chinese international students to online flexible learning: two case studies

The cross‐cultural experiences of Chinese international students in Western countries have been subject to intensive research, but only a very small number of studies have considered how these students adapt to learning in an online flexible delivery environment. Guided by Berry’s acculturation framework (1980 Berry, J.W. 1980. “Acculturation as varieties of adaptation”. In Acculturation, theory, models, and some new findings, Edited by: Padilla, A. 9–25. Boulder, CO: Westview Press.  [Google Scholar], 2005 Berry, J.W. 2005. Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6): 697–712.  [Google Scholar]), the investigation discussed in this article aimed to address this gap by exploring the adaptation processes of Chinese international students to online learning at an Australian university. This article reports on the challenges perceived by two students from Mainland China, their coping strategies, changes in their opinions of online learning, and their respective patterns of adaptation. By presenting two indicative case studies drawn from a wider study, this article aims to demonstrate the use of Berry’s concepts as a means to frame such studies.     

Returning after taking a break in online distance higher education: from intention to effective re-enrollment

One of online distance learning’s positive attributes is its flexibility. However, the possibility of engaging in periods of non-enrollment (breaks) usually ends in students dropping out. In this paper, the intention to continue of those students who have not enrolled in the second semester is analyzed, adopting a long-term program perspective. This continuance intention is compared with the subsequent restart (or dropping out) in the third semester. This analysis has confirmed that the models of continuance intention and effective re-enrollment are essentially different. Continuance intention is more rational, even logical, and is mainly based on the level of satisfaction or dissatisfaction with the educational experience (difficulty of the learning materials or perception of the learning system). Effective re-enrollment is more practical or pragmatic, with more importance given to the effects of student dimension variables, for example, motivations for studying, previous university experience, or environmental variables, such as having a job.     

Design and evaluation of a real-time video conferencing environment for support teaching: an attempt to promote equality of K-12 education in China

Imbalanced allocation of teacher resources is a major factor causing inequality in K-12 education in China. Traditional ways to solve this problem, such as on-site support teaching and recorded lectures of quality teachers, have posed many defects. It is suggested that information and communication technology should be employed to deal with the problem. The research put forward an idea of building a particular real-time video conferencing environment (RVCE) for support teaching guided by the Community of Inquiry framework. An experimental environment was built in June 2014, which comprised two Internet-connected multimedia classrooms, one as the local room and the other as the remote room. A case study was then conducted to examine the efficacy of RVCE. Results showed that RVCE could support different kinds of learning activities and would be a feasible practice to promote the Equality of K-12 Education in China.     

Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education

ABSTRACT

As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community.