Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development

With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how teachers use it that will determine its worth to education. Thirty-three teacher-designed technology-based tasks from eight subject areas were analysed for their effective use of ICT, and their potential to involve students in constructivist learning. Few of the tasks made effective use of ICT for meaningful learning, for reasons associated with teachers’ beliefs, attitudes, and missing TPACK components or competencies. These factors provide the basis for a model of areas to target when structuring professional development courses to help teachers better utilize educational ICT to design meaningful learning tasks.     

Implications of social network sites for teaching and learning. Where we are and where we want to go

This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice.     

Use of digital game based learning and gamification in secondary school science: The effect on student engagement,learning and gender difference

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.     

A praxeological perspective for the design and implementation of a digital role-play game

This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners.     

Learning to teach mathematics specialists in a synchronous online course: a self-study

This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the self-study was about the design of the course and the characteristics of the learning environment that resulted from the design. The study included journal reflections and survey data. Three themes emerged in the analysis of the instructional decision making for the course: student autonomy and engagement, authenticity and practicality, and fostering community.     

Pivotal teaching moments in technology-intensive secondary geometry classrooms

This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning.     

Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension

Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4–5. In the first experiment, the students’ word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable print book. Their comprehension scores did not change significantly in the two conditions. In Experiment 2, the same students explored digital storybooks with more animation embedded in them. The students listened to the read aloud function on the tablet computer and explored digital storybooks in both conditions, but in one condition a teacher guided the talk about the story. Contrary to expectations, the students’ word recognition and story comprehension scores were higher in the independent condition than in the guided condition. One explanation for the higher word recognition scores when students were reading with the tablet computer is the effect of multimedia, like hotspots and/or text tracking. Although digital storybooks are not a substitute for adult interaction, these preschoolers learned surprisingly well on their own. The importance of digital storybook design, as well as what elements to look for in an e-book to encourage literacy learning are discussed.     

Health informatics program design and outcomes: Learning from an early offering at a mid-level university

Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter.     

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation

Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.     

Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female =38; male =41), who received the clicker-aided EFL flipped class for one academic semester. It is found that there is a significantly positive relationship between the initial and the final EFL proficiency, motivation levels and cultural awareness in CFEC, whereas there is a negative relationship between initial EFL proficiency and cognitive loads in CFEC. The initial EFL proficiency is therefore an essential factor to influence the effectiveness of the flipped class. Future studies may consider this when exploring the educational technology aided flipped class.