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Using Technology for Learning
mercredi 5 août 2020 par Adeela Arshad-Ayaz, Ayaz Naseem, Justus Inyega
This paper presents findings of a qualitative research project on the integration of technology in the Kenyan education system. Grounded in critical theory of educational technology and using methodological strategies on the intersections of critical discourse analysis (CDA) and critical (...)
The Impact of 1:1 Computing in Primary School
mercredi 5 août 2020 par Fernando, Almudena Alonso-Ferreiro
Almost a decade after the massive incorporation of technology into schools in Galicia (Spain) based on 1:1 models, the present study explores its effects on the lives of children in situations of exclusion. For this purpose, three cases that met the conditions of sociocultural and economic (...)
Professional Development for a Web-Based Literacy Tool for Teachers : Evaluating Learning, Attitudes and Perceptions and Cultural Differences
mercredi 5 août 2020 par Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ
The present study examined the impact of professional development training on Canadian and Kenyan (n=55) teachers’ confidence, comfort and perceptions of their abilities to teach early literacy skills. Data were collected prior to and following training on how to integrate early literacy (...)
A Case Study on Integrating Facebook Group into a Computer Programming Course
mercredi 5 août 2020 par Jin Hwa Lee, Hasan Tinmaz
In parallel to widespread use of Facebook, practitioners have started searching alternative ways of using Facebook for their contexts and education was no exception. To serve that purpose, the researchers conducted a study in a ‘Computer Programming’ course of three engineering departments (...)
The High Potential of Computer-Based Reading Assessment
mercredi 5 août 2020 par Pauline A, Annie Magnan, Jean Ecalle
The aim of this study is to propose advantages provided by computerized tools when assessing reading ability. A new computer-based reading assessment evaluating both word reading and reading comprehension processes was administered to 687 children in primary (N=400) and secondary (N=287) (...)
Editorial
jeudi 23 avril 2020 par Martha Cleveland-Innes, Sawsen Lakhal
Editorial
mercredi 22 avril 2020 par Martha Cleveland-Innes, Sawsen Lakhal
Open Educational Practices Advocacy : The Instructional Designer Experience
lundi 6 avril 2020 par Michelle Harrison, Irwin DeVries
Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. There is a paucity of research on current and potential roles of Instructional designers in incorporating and advocating for open educational practices at their (...)
Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
lundi 6 avril 2020 par Anne-Marie Lafortune, Sawsen Lakhal
As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was (...)
Computational Thinking in Classrooms : A Study of a Professional Development for STEM Teachers in High Needs Schools
lundi 6 avril 2020 par Qing Li, Laila Richman, Sarah Haines, Scot McNary
This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking. It also investigates the lessons learned (…)
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