Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study

Education and Information Technologies - One-to-one laptop initiatives have become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century...     

Windowed Distribution Strategies for Substitutive Television Content: An Audience-Centric Typology

An audience-centric typology is conceptualized to assist media managers implementing windowed distribution strategies in an attempt to account for media consumption cannibalization. Diffusion theory identifies the demographics most likely to consume substitutive television content, while uses, gratifications, media habits, and consumption values are collaboratively used to re-segment the audiences based on platform selection motivators. Psychographic labels are then applied using the dominant characteristic of each audience type and then matched to a specific windowed distribution strategy. The strategies are based on existing windowing tactics used by ABC, CBS, FOX, and NBC or emerging strategies that are reflective of changing market trends.     

From assumption of knowledge to knowledgeable considerations: a class activity on ‘ionizing radiation and its biological effects’

A class activity developed as a framework for the introduction of the topic of ‘Ionizing radiation and its biological effects’ is described. A central component of the activity is a game in which students compare their own estimations of exposure levels in different situations, prior to and after the study. It was found that both students and their teachers had similar and mostly wrong, preconceptions. This activity is aimed at encouraging students to adopt an informed approach whenever dealing with issues of scientific content.     

“Authentic Tasks” and “Extreme Tasks”: Potential Approaches to Overcoming Incorrect Responses in Conservation Tasks

This study begins the task of mapping out two approaches that may be helpful in overcoming incorrect responses to conservation tasks, focusing on the non-conserved quantity. The incorrect responses, which were the result of over-generalizations of conservation, and gradually increased with age despite formal knowledge and minor perceptual input, were explained as being consistent with the intuitive rule “same A–same B.” The following paper presents initial findings, involving 60 students (5th, 7th, 9th grade), who were presented with “authentic tasks” and 40 9th grade students who were presented with “extreme tasks.” As data show, in both “authentic tasks” and extreme tasks, the percentage of participants’ correct responses was higher compared to students’ responses to formal analogue tasks, although there was no difference in participants’ declarative judgments. Indeed, further research is needed to improve students’ responses and judgments not only in analogous and everyday tasks but also on how learning tasks can be designed, and to understand the observed gap between the students’ performance and their declarative knowledge.     

Computer simulations as tools for teaching and learning: Using a simulation environment in optics

RAY is a learning environment that includes a flexible ray tracing simulation, graphic tools, and task authoring facilities. This study explores RAY's potential to improve optics learning in high school. In study 1, the teacher used RAY as a smart blackboard with a single computer in the classroom to explore, explain, and predict optical phenomena; to introduce concepts; to interpret experiments and to represent theoretical exercises. A comparative study shows a significant effect on the spontaneous and correct use of the model by students in solving problems and a limited effect on conceptual understanding. In study 2 students, guided by written materials used the simulation individually. Students considered in a systematic manner the relationship between image formation and image observation—a major conceputal stumbling stone. They reflected on the problem-solving activity and reformulated explicity their knowledge in the domain. Case studies describe the interplay between the various aspects of the learning process in the development of conceptual understanding. A comparative study shows the importance of three factors to students' understanding of concepts and their ability to use the ray model: the computerized environment (versus written instruction of similar kind); a task design that addresses directly conceptual difficulties; and the explicit reformulation of ideas.     

Using contact with nature,creativity and rituals as a therapeutic medium with children with learning difficulties: a case study

In most cases therapy is addressed as an indoor verbal activity in which the relationship between therapist and client stands at its centre. This article proposes a different approach to therapy: conducting it creatively in nature, with the environment being used not only as a therapeutic setting but also as a medium and a partner in the process. The article is based on a case study carried out with a group of children with special needs within a school setting. It explores the therapeutic and educational impact that this approach had on the participants and on nature's role in it. The article also aims to initiate a dialogue around the option of working with this population in non‐verbal and experiential ways, illustrating the potential that the use of group work, creativity and contact with nature may offer.     

Ventilatory acclimatisation is beneficial for high-intensity exercise at altitude in elite cyclists

Aim: The aim of this study was to examine the relationship between ventilatory adaptation and performance during altitude training at 2700?m. Methods: Seven elite cyclists (age: 21.2?±?1.1?yr, body mass: 69.9?±?5.6?kg, height 176.3?±?4.9?cm) participated in this study. A hypoxic ventilatory response (HVR) test and a submaximal exercise test were performed at sea level prior to the training camp and again after 15 d at altitude (ALT15). Ventilation (V_E), end-tidal carbon-dioxide partial pressure (P_ETCO₂) and oxyhaemoglobin saturation via pulse oximetry (SpO₂) were measured at rest and during submaximal cycling at 250?W. A hill climb (HC) performance test was conducted at sea level and after 14 d at altitude (ALT14) using a road of similar length (5.5–6?km) and gradient (4.8–5.3%). Power output was measured using SRM cranks. Average HC power at ALT14 was normalised to sea level power (HC%). Multiple regression was used to identify significant predictors of performance at altitude. Results: At ALT15, there was a significant increase in resting V_E (10.3?±?1.9 vs. 12.2?±?2.4?L·min^?1) and HVR (0.34?±?0.24 vs. 0.71?±?0.49?L·min^?1·%^?1), while P_ETCO₂ (38.4?±?2.3 vs. 32.1?±?3.3?mmHg) and SpO₂ (97.9?±?0.7 vs. 94.0?±?1.7%) were reduced (P?V_E at altitude as significant predictors of HC% (adjusted r²?=?0.913; P?=?0.003). Conclusions: Ventilatory acclimatisation occurred during a 2 wk altitude training camp in elite cyclists and a higher HVR was associated with better performance at altitude, relative to sea level. These results suggest that ventilatory acclimatisation is beneficial for cycling performance at altitude.     

The image of the special education teacher as reflected in drawings made by teachers in training in Israel

This study, by Dr Dafna Regev of the University of Haifa and Professor Tamie Ronen of Tel Aviv University, examines the perceived image of the special education teacher as portrayed in the drawings of Jewish and Arab student teachers in Israel. Of the 187 female participants in this study, 82 were from the Jewish sector and 105 from the Arab sector; they were all at varying stages in their training. The drawings were analysed by three art therapists, and differences found between Jewish and Arab perspectives and between perspectives across the training programme are discussed. This article raises questions about the relationship between attitudes and behaviours and the perspectives of future special education teachers.     

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.