scholarly journals THE EFFECT OF STEM AND STEM-BASED ROBOTICS ACTIVITIES ON CONSTRUCTIVE LEARNING ENVIRONMENTS OPINIONS OF TEACHER CANDIDATES

2021 ◽  
Author(s):  
Hatice ÇALİK ◽  
Sema ALTUN YALÇIN
Keyword(s):  
Learning Environments ◽  
Teacher Candidates ◽  
Constructive Learning

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

New Technologies Shaping Learning?

2020 ◽  
pp. 195-214
Author(s):  
Kirsi Maria Aaltola
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Technology ◽  
Constructive Learning ◽  
Implementation Model ◽  
Learning Content ◽  
Adult Training

Jean Piaget described that intelligence is shaped by experience. In augmented reality (AR) learning environments, the learner may have an immersive experience, from a sensor-motoric opportunity as a person to 3D experience. Few studies in the academic literature directly evaluate and analyze learning technology with regard to immersive experience in training. This chapter seeks to examine learning experiences when playing with AR learning technologies and suggests an alternative implementation model for the integration of immersive learning content to adult training. Specifically, this study examines a learning tool and a game targeted for the professionals working in security and peacebuilding context. This study points out a relevance of cognitive and constructive learning processes with a special attention to experience and reflection, and that technological immersive tools can positively support training when designed properly. Moreover, case study findings led to proposing an implementation model to integrate immersive content, AR tools, and games into adult training.

Promoting Equity in Elementary School Mathematics

2022 ◽  
pp. 213-232
Author(s):  
Drew Polly ◽  
Madelyn Colonnese ◽  
Julie Bacak ◽  
Kaitlyn O. Holshouser ◽  
Wendy Lewis
Keyword(s):  
Elementary School ◽  
Learning Environments ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
School Teacher ◽  
Elementary School Mathematics ◽  
Mathematics Tasks ◽  
Elementary School Learners ◽  
Mathematics Teaching Practices

This chapter describes the frameworks of mathematics tasks, equity-based mathematics teaching practices, technological pedagogical and content knowledge (TPACK), and how they relate to teaching for equity in virtual learning environments (VLE). The frameworks are used to describe vignettes from VLEs with elementary school learners and elementary school teacher candidates (future teachers). Implications of these vignettes include a need for an empirically based trajectory related to equity-based teaching practices as well as a need to consider which technologies in a VLE can be used to effectively promote equity-based mathematics teaching practices.

Perceived Ease in Using Technology Predicts Teacher Candidates' Preferences for Online Resources

2017 ◽  
Vol 7 (3) ◽  
pp. 17-28
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Learning Environments ◽  
Teacher Candidates ◽  
Preliminary Analysis ◽  
Online Resources ◽  
Teacher Education Programs ◽  
Pacific Island ◽  
Online Learning Environments ◽  
Online Resource ◽  
Students Attitudes ◽  
The Relationship

This study provides a preliminary analysis of teacher candidates' attitudes toward information technology as they predict receptivity to an online resource-based learning. The participants of the current questionnaire-based study were randomly selected teacher candidates (N = 101) at an American Pacific island university. The questionnaire focused on the relationship between the candidates' levels of comfort with technology and the degrees to which they consider the Internet useful in doing coursework. Results from this study may guide teacher education programs, as they seek to optimize teacher candidates' receptivity to course-appropriate online resources. This is because these teachers will shape their own students' attitudes toward online learning environments, promoting their students' tendencies to access resources maintaining lifelong learning perspectives.

scholarly journals Including Passion within Teacher-Candidate Assignments: How Genius Hour has created a more positive perspective on teaching and learning.

2019 ◽  
Vol 12 (1) ◽  
pp. 58-71
Author(s):  
Taylor Downes ◽  
Dr. Candace Figg
Keyword(s):  
Learning Environments ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Candidate ◽  
Personal Interest ◽  
Knowledge And Skills ◽  
Positive Perspective ◽  
K 12 ◽  
Learning With Technology

As the educational world becomes more technologically inclusive, the need for teacher candidates to become proficient at integrating technology into their practice is crucial. Teacher Education programming in Ontario needs to reflect the current climate of K-12 teaching. In order to improve the learning environments for our teaching candidates, Teaching and Learning with Technology instructors decided to incorporate the concept of Genius Hour within our courses. Using this strategy, we hoped the teacher candidates would become more passionate within their learning, while developing the necessary technological, pedagogical, and content knowledge and skills. This study sought to understand the ways in which Teacher Candidate participation in Genius Hour influences their perceived participation within the course, as well as their opinions on the benefits of teaching with Genius Hour. According to teacher candidates, Genius Hour allowed for the time to focus on something of personal interest, with 2/3 of the participants seeing personal improvements in creativity and participation in their overall program.

Learning Environments

2020 ◽  
pp. 157-190
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Experiences ◽  
Constructive Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Simulated Environments ◽  
Brick And Mortar ◽  
Learning Platforms ◽  
Distance Courses

This chapter addresses changes in learning environments from primarily brick and mortar buildings to include online learning platforms, MOOCs, blended learning spaces, and virtual worlds. Learning management systems, virtual reality, and a plethora of technological tools have revolutionized education allowing schools and universities to offer distance courses and degrees entirely online and constructive learning experiences for students using innovative tools in creative spaces. Advantages and disadvantages of these various environments are discussed along with predictions for the future. Metamodern digital citizens may encounter rich learning experiences physically face-to-face or virtually through immersion in 3D simulated environments, requiring metaliteracy to communicate, collaborate, construct knowledge, and make sense of our rapidly changing world.

Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

2021 ◽  
pp. 45-61
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Literacy Skills ◽  
Teacher Education Programs ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Information Literacy Skills

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

scholarly journals Teacher candidates’ state of using digital educational games

2019 ◽  
Vol 8 (2) ◽  
pp. 344 ◽  
Author(s):  
Ayşe Alkan ◽  
Hüseyin Mertol
Keyword(s):  
Social Sciences ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Information Technologies ◽  
Educational Games ◽  
Digital Games ◽  
Strategy Development ◽  
Classroom Teaching ◽  
Problem Solving Strategy ◽  
Teaching Learning

<p>The rapidly developing information technologies of our age offer new opportunities in every aspect of our lives. The use of information technologies in educational environments is an important element in creating enriched learning environments. Educational digital games used in teaching-learning environments help students to develop motivation, problem-solving, strategy development skills and creativity. The purpose of this research was to determine the teacher candidates’ state of using digital educational games. The study group of the research consisted of 4th-grade teacher candidates who are studying in the social sciences and classroom teaching departments of Süleyman Demirel University during the 2018/2019 academic year. It has been found that men teacher candidates were more positive than women teacher candidates. Teacher candidates studying social sciences were more positive than those studying classroom teaching. Although teacher candidates were concerned about using educational digital games, they were eager to use these games.</p>

Teacher Candidate Experiences Related to Augmented Reality Applications

2020 ◽  
pp. 39-60
Author(s):  
Murtaza Cicioğlu ◽  
Şenay Sezgin Nartgün ◽  
Salih Yılmaz
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Study Data ◽  
Learning Motivation ◽  
Traditional Learning ◽  
Study Group ◽  
Phenomenological Design ◽  
Compare And Contrast ◽  
Traditional Learning Environments

This study aimed to compare and contrast educational presentations prepared with the help of PowerPoint (PPT) program and augmented reality (AR) and to explore teacher candidates' presentation experiences in terms of impact on learning, motivation, usability/employability, and positive and negative aspects. In this context, a qualitative study with a phenomenological design was conducted. The study group was composed of teacher candidates attending the Department of Computer Education. Study data were collected via the interview form developed by the researchers. Research results show that AR applications are superior to PPT presentations in many respects, and while both AR and PPT presentations have positive and negative aspects, traditional learning environments with PPT presentations are no longer sufficient to attract the attention and interest of today's students and meet current demands. Moreover, there is a need to increase educational content and infrastructure to improve the use of AR in addition to providing training to teacher candidates and teachers.

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