Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

Education Sciences, Journal Year: 2022, Volume and Issue: 12(7), P. 459 - 459

Published: July 1, 2022

The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates teachers’ mathematics practices during remote teaching and use of tools after their return actual classes. Views from sixteen Greek collected with semi-structured interviews analyzed using thematic analysis. results showed that mathematical activities such as Numbers Operations, Geometry, Measurement occurred distance classrooms. They made little reference related Algebra, while they did not refer Data Analysis Probability. also seemed prefer based on Connections Representation processes Preschool reported parents supported this process by presence, communities providing guidelines innovative approaches them times. However, returning face-to-face schooling, lesser degree. mention utilize authentic communication frameworks emphasizing problem-solving enhance all processes. Implications teacher professional development are discussed.

Language: Английский

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Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences

Journal of Digital Educational Technology, Journal Year: 2022, Volume and Issue: 2(2), P. ep2206 - ep2206

Published: Aug. 19, 2022

Although there is a growing number of studies with regard to the forced transition online education during COVID-19 pandemic, fewer students’ perceptions on different modes or comparison among these. The purpose this study was investigate university opinions and preferences regarding face-to-face, hybrid education, soon after their return traditional face-to-face classes. participants were 24 Greek students data collected via semi-structured interviews. Perceived benefits include immediacy teachers, socialization, interactions, as well active participation, while major perceived disadvantage demanding timetable. time space flexibility, followed by familiarity digital technology, negative technical problems loss practical Positive about are often linked combining education. Students’ for future highlight both Implications practices-policies, recommendations adoption hybrid-blended discussed.

Language: Английский

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Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(2), P. 100963 - 100963

Published: March 1, 2024

The use of student-generated digital content is still limited in business management subjects, especially blended and online courses, it particularly under-researched. This investigation analyses the results a teaching innovation project subject bachelor's degree at one largest hybrid universities Europe. In project, students are encouraged to be 'instructors', producing videos where they teach their classmates. reveal that active role adopted by student as instructor, through creation content, could foster significant improvement understanding concepts management, increase capacity retain information improve learning planning, among other benefits. enjoy this kind activity, which promotes engagement, consider can more effective than traditional printed resources. findings show different depending on student's (instructor or learner). study also an invitation deepen capabilities these strategies higher education.

Language: Английский

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Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support

Education Sciences, Journal Year: 2022, Volume and Issue: 12(3), P. 216 - 216

Published: March 17, 2022

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around world to transition suddenly from face-to-face education online teaching. purpose of this paper was investigate secondary school teachers’ beliefs on teaching presence and support for learning during pandemic. sample 238 teachers in Greece who are interested e-learning received some preparation teach courses. An questionnaire administered three factors were revealed: instruction organization, facilitation cognitive activation, support. Teachers’ perceived strong (over 63% expressed agreement), highest percentages agreement linked clear instruction, communication time frames course topics, encouragement that could help students learn. On other hand, weak 50% disagreement neutral views), regarded existence a professional development strategy objectives/vision towards learning. Gender, years experience, experience had small effect beliefs. Implications teacher development, educational policy, design technology applications discussed.

Language: Английский

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Mobile learning-technology barriers in school education: teachers’ views

Technology Pedagogy and Education, Journal Year: 2022, Volume and Issue: 32(1), P. 29 - 44

Published: Sept. 21, 2022

Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers' perceived technology-learning barriers. This study investigated Greek perceptions barriers to using technology in school classrooms. A 28-item questionnaire was administered 557 teachers six barrier-factors were extracted: 'lack resources', support', time', teacher confidence', 'class conditions' 'concerns about students'. The a valid reliable tool for investigation various dimensions Gender, level, age ICT training had but small effects specific barrier-factors. order importance similar users non-users ('lack 'support' conditions') independently type device used class. 'Concerns students' identified as major barrier only by non-users. Implications educational policy professional are discussed.

Language: Английский

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Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada

PLoS ONE, Journal Year: 2023, Volume and Issue: 18(8), P. e0290230 - e0290230

Published: Aug. 31, 2023

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how challenges systemic supports perceived by teachers during were associated with their workplace well-being. cross-sectional, survey-based was conducted in February 2021, just prior third wave British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined associations between teachers’ pandemic-related (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students’ needs), (education system well-being support), four (psychological distress, quality life) outcomes (job-related positive affect, turnover intentions), adjusting sociodemographic characteristics. Pratt index ( d ) used assess relative importance each predictor. A thematic qualitative analysis on open-ended responses. Teachers’ affect intentions) predominantly perceptions education support 46%, 41%, respectively). most important predictor general distress number stressors reported 64%, 43%, analyses corroborated expanded upon quantitative findings. Understanding impacting equips us make evidence-informed policy decisions now future disruptions.

Language: Английский

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Neuro-linguistic programming's impact on academic performance in primary schoolchildren at risk of ADHD

Language and Health, Journal Year: 2025, Volume and Issue: 3(1), P. 100044 - 100044

Published: Jan. 23, 2025

Language: Английский

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Adapting to the Changes Caused by the Pandemic to Lead Schools Effectively Author

SSRN Electronic Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 1, 2025

Language: Английский

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Parents’ attitudes towards using assistive technologies for children with ASD in Jordan

Disability and Rehabilitation Assistive Technology, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 9

Published: March 6, 2025

This study aimed to evaluate the acceptance and attitudes of Jordanian parents toward assistive technology (AT) for children with autism spectrum disorder (ASD) using Unified Theory Acceptance Use Technology (UTAUT). In this cross-sectional study, 130 participated, most female (73.8%) over 34 (70.8%). The majority (89.6%) reported that their used smartphones, 68.5% them several times daily. Smartphones iPads (24%) were frequently technologies, while talking books (4%) smart boards (2.4%) had lowest usage. UTAUT results showed moderate agreement in factors: effort expectancy (68.7%), performance (58.7%), (65%). Notably, 47.8% low social support AT, likely due limited awareness financial constraints. Regression analysis revealed usage explained 41% variance expectancy, parental factors accounted 43% expectancy. Significant positive relationships found between AT usage, behavioral intention, actual use. These findings suggest increasing may enhance adoption ASD.

Language: Английский

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Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(3)

Published: April 7, 2025

ABSTRACT Background In the aftermath of COVID‐19 pandemic, it is critical to reflect holistically on experiences gained in past few years. We thus review research remote mathematics teaching Pre‐K–12 contexts, utilising Activity Theory as a theoretical lens for synthesis. Objectives Drawing from comprehensive overview activity system, we aim identify needs requiring follow‐up action and make recommendations enhance post‐pandemic education. Methods followed Preferred Reporting Items Systematic Reviews Meta‐Analysis (PRISMA) 2020 statement search relevant empirical studies published between January December 2023 Scopus Web Science databases. Content analysis these ( n = 180) yielded information pertinent each constituent theory: subjects (e.g., teachers; students with special education needs), tools applications; online educational resources), objects outcomes decreased students' achievement; applications fully instructional approaches), community division labour support caregivers), rules assessment methods). Results Conclusions It now priority provide remedial programmes, which help catch up their learning. also recommend technology‐enhanced approaches normal school days equip both teachers an increasingly digital world. This contributes our understanding pandemic‐led future needed advance sector.

Language: Английский

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