scholarly journals Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

2013 ◽  
Vol 39 (3) ◽  
Author(s):  
Joel Donna ◽  
Brant G Miller
Keyword(s):  
Cloud Computing ◽  
Science Classroom ◽  
Perceived Barriers ◽  
Secondary Science ◽  
Social Loafing ◽  
Face To Face ◽  
First Order ◽  
Teachers Beliefs ◽  
Futurs Enseignants ◽  
Community Cloud

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers’ beliefs related to the envisioned use of this technology in their teaching. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create social loafing situations, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within pre-service education technology courses are discussed. La technologie joue un rôle essentiel pour faciliter la collaboration au sein de la communauté scientifique. Les applications infonuagiques telles que Google Drive peuvent être utilisées pour donner forme à ce type de collaboration et pour appuyer le questionnement dans les cours de sciences du secondaire. On connaît pourtant peu les opinions que se font les futurs enseignants d’une telle utilisation des technologies collaboratives infonuagiques. Or, ces opinions pourraient influencer l’intégration future de ces technologies en salle de classe. Cette étude révèle plusieurs obstacles de premier plan, comme l’idée que l’utilisation de ces outils informatiques prend trop de temps. Parmi les obstacles de second plan, on note les perceptions selon lesquelles cette technologie ne promeut pas les compétences collaboratives de personne à personne, pose des problèmes de gestion de classe et n'aide pas les étudiants à comprendre la nature de la science. Des suggestions sont proposées pour atténuer ces obstacles dans les cours de technologie des programmes d’éducation.

scholarly journals Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021 ◽  
Vol 13 (14) ◽  
pp. 7963
Author(s):  
Michiel van Harskamp ◽  
Marie-Christine P. J. Knippels ◽  
Wouter R. van Joolingen
Keyword(s):  
Science Teachers ◽  
Citizenship Education ◽  
Renewable Energy Sources ◽  
Explicit Representation ◽  
Secondary Science ◽  
Added Value ◽  
Face To Face ◽  
Secondary Science Teachers ◽  
Environmental Citizenship ◽  
Teacher Professional

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

scholarly journals Exploring the Impact of COVID-19 on Greeting Behaviours in Education Through a Lens of Relational Engagement

2021 ◽  
Vol 13 ◽  
pp. 30-48
Author(s):  
Aaron Smith
Keyword(s):  
Recent Survey ◽  
Interpersonal Conflicts ◽  
Face To Face ◽  
Classroom Space ◽  
Teachers Beliefs ◽  
The Impact

Various impacts of COVID-19 have been explored throughout the literature; however, no research has yet considered the impact of COVID-19 on greetings in education. This paper represents an attempt to address this gap. Using a lens of Relational Engagement, this paper explores the findings of a recent survey (n = 67) that asked how teachers have historically greeted students and how they will go about doing so upon return to a physical classroom space. Findings suggest that COVID-19 has significantly impacted teachers’ beliefs about greetings in the context of education, that teachers’ greeting behaviours are likely to change, and that it is possible if not likely that many teachers may experience various intra- and interpersonal conflicts when they next encounter students face-to-face.

Service Delivery Models and Deployment Options

2014 ◽  
pp. 49-74
Keyword(s):  
Cloud Computing ◽  
Service Delivery ◽  
Cloud Service ◽  
Platform As A Service ◽  
Service Delivery Models ◽  
Cloud Application ◽  
The Right ◽  
Delivery Models ◽  
Organizational Needs ◽  
Community Cloud

In this chapter, the authors consider cloud computing as a core topic and various models emerging around it such as its services and delivery models, its economic aspects, applications, usages, challenges, and so on. Cloud computing covers a range of delivery and service models. In this chapter, cloud service delivery models (i.e., Software-as-a-Service, Platform-as-a-Service and Infrastructure-as-a-Service) and cloud deployment models (private cloud, community cloud, public cloud, and hybrid cloud) are described. The right service delivery and deployment option have to be chosen for an organization’s cloud application, according to organizational needs.

An Unified Secured Cloud System for the Education Sector of India

2020 ◽  
pp. 69-102
Author(s):  
Kimaya Arun Ambekar ◽  
Kamatchi R.
Keyword(s):  
Cloud Computing ◽  
Network Security ◽  
Access Control ◽  
Identity Management ◽  
Data Encryption ◽  
Cloud Services ◽  
Education Sector ◽  
Cloud Environment ◽  
The World ◽  
Community Cloud

Cloud computing is based on years of research on various computing paradigms. It provides elasticity, which is useful in the situations of uneven ICT resources demands. As the world is moving towards digitalization, the education sector is expected to meet the pace. Acquiring and maintaining the ICT resources also necessitates a huge amount of cost. Education sector as a community can use cloud services on various levels. Though the cloud is very successfully running technology, it also shows some flaws in the area of security, privacy and trust. The research demonstrates a model in which major security areas are covered like authorization, authentication, identity management, access control, privacy, data encryption, and network security. The total idea revolves around the community cloud as university at the center and other associated colleges accessing the resources. This study uses OpenStack environment to create a complete cloud environment. The validation of the model is performed using some cases and some tools.

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