Teaching and AI in the postdigital age: Learning from teachers’ perspectives
Teaching and Teacher Education,
Год журнала:
2024,
Номер
153, С. 104851 - 104851
Опубликована: Ноя. 9, 2024
Язык: Английский
Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes
British Journal of Educational Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 18, 2024
Abstract
In
recent
years,
social
media
platforms
have
become
key
elements
in
many
teachers'
professional
lives.
particular,
teacher
activities
on
X
(formerly
Twitter)
received
attention
from
scholars.
However,
research
has
rarely
explored
X/Twitter
use
with
to
the
diverse
national
contexts
which
teachers
work.
To
address
this
literature
gap,
qualitative
study
collected
data
via
individual
and
focus
group
interviews
(
N
=
29)
three
countries:
England,
Norway
United
States
of
America.
Inductive
analysis
yielded
findings
related
purposes
for,
changes
benefits
challenges
K‐12
use.
Participants
all
described
learning
that
included
sharing
and/or
acquiring
knowledge
resources,
building
networks
communities
X/Twitter.
Multiple
participants
across
also
referred
similar
such
as
avoiding
negativity
other
users.
differences
were
noted
settings,
only
Norwegian
speaking
about
using
find
collaboration
partners
for
teaching
projects.
We
discuss
our
relation
literature,
theory
practice
around
an
era
widespread
media.
Practitioner
notes
What
is
already
known
topic
Many
purposes.
Teachers
can
various
multiple
ways.
Contextual
factors
influence
Social
platform
varies
some
extent
cultures
nations.
paper
adds
Identification
similarities
among
teachers.
International
comparative
based
Evidence
evolving
dynamic
nature
Implications
policy
who
may
benefit
understanding
potential
uses
platforms.
Policies
guidance
regarding
should
accommodate
contextual
factors,
including
context.
Diversity
warrant
more
international
wider
education.
Язык: Английский
A Research On Algorıthm Lıteracy Of New Medıa Department Students
Erciyes İletişim Dergisi,
Год журнала:
2024,
Номер
11(1), С. 155 - 180
Опубликована: Янв. 30, 2024
Algoritmaların
ve
gelişmiş
formları
olan
yapay
zekânın
başta
internet
servisleri
olmak
üzere
her
alanda
artan
bir
kapsama
alanı
genişleyen
etkileri
kullanıcıları
çeşitli
yönlerden
etkilemektedir.
Çevrim
içi
ortamlarda
algoritmalar,
taraftan
kullanıcıların
ihtiyaç
isteklerine
göre
kişiselleştirilmiş
içerikler
sunarken
hayatı
kolaylaştırmakta,
da
özellikle
bilinçsiz
kullanıcılar
için
riskler
barındırmaktadır.
Gerek
algoritmaların
olumlu
etkilerinden
bilinçli
şekilde
faydalanabilmek
için,
gerekse
de
algoritmik
ortamların
şeffaf
olmayan
yapılarının
olumsuz
korunabilmek
algoritma
okuryazarlığı
yeterliliklerinin
belirlenmesi
ölçümlenmesi
gerekmektedir.
Bu
yeterliliklerin
ölçümlenmesi,
bu
alana
yönelik
pratik
uygulamalar
gerekli
akademik
çerçevelerin
oluşturulması
açısından
gereklidir.
amaçla
çalışmada,
Uşak
Üniversitesi
Yeni
Medya
Bölümü
öğrencilerinin
okuryazarlık
düzeyleri
araştırılmıştır.
Araştırmada
Rasch
modeli
tabanlı
üç
şıklı
ölçek
kullanılmıştır.
Analizler
R
Studio
Excel
programlarında
yapılmıştır.
Yapılan
analizler
sonucunda,
katılımcı
grubu
genel
olarak
farkındalığı
ortalamalarının,
bilgisi
düzeyi
ortalamalarından
daha
yüksek
olduğu
görülmüştür.
Ayrıca
araştırma
sonuçları,
katılımcıların
demografik
özelliklerine
okuryazarlıklarında
belirgin
farklılıklar
olduğunu
göstermektedir.
Literacy of the Future
Elsevier eBooks,
Год журнала:
2024,
Номер
unknown, С. 376 - 387
Опубликована: Май 23, 2024
Язык: Английский
Algorithm-Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations
Опубликована: Апрель 8, 2024
Algorithms,
indispensable
to
understand
Artificial
Intelligence
(AI),
are
omnipresent
in
social
media
but
users’
understanding
of
these
computational
processes
and
the
way
they
impact
their
consumption
information
is
often
limited.
There
a
need
for
Media
Information
Literacy
(MIL)
research
investigating
a)
how
MIL
can
support
Algorithm
(AL)
as
subset
competences,
with
what
working
definition,
b)
competences
users
order
evaluate
algorithms
critically
interact
them
effectively,
c)
design
learner-centred
interventions
that
foster
increased
user
better
response
disinformation
spread
by
such
processes.
Based
on
Crossover
project
research,
this
paper
looks
at
four
scenarios
use
journalists,
developers
experts
mirror
daily
interactions
media.
The
results
suggest
several
steps
towards
integrating
AL
within
goals,
while
providing
concrete
definition
Algorithm-literacy
experience-based.
considerations
organised
conceptual
framework
thematically
derived
from
experimentation.
This
contribution
AI
educators
co-design
algorithm-literacy
guide
future
part
set
nested
literacies
MIL.
Язык: Английский
Digital Competence of Mathematics teachers based on DigCompEdu in Regular Basic Education in the Lambayeque region
Опубликована: Дек. 13, 2023
The
current
study
aimed
to
assess
the
digital
competence
level
among
41
mathematics
teachers
from
regular
basic
education
sector
in
public
domain
of
Lambayeque
region.
Utilizing
European
Framework
for
Digital
Competence
Educators
(DigCompEdu),
key
areas
such
as
Professional
Engagement,
Teaching
and
Learning,
Open
Education
were
scrutinized.
Findings
indicated
a
competent
yet
they
revealed
that
are
still
at
initial
stages
regarding
integration
tools
teaching
use
open
educational
resources.
Although
variables
like
gender,
age,
academic
background
showed
no
significant
differences,
it
was
noted
both
technological
infrastructure
institutions
support
professional
development
positively
impact
competences.
This
underlines
importance
reinforcing
policies
related
training
resources
promote
substantial
improvement
teaching,
factor
students'
critical
computational
thinking.
Язык: Английский