Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design

The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.

An Intergenerational Service-Learning Model for Younger and Older Learners: Linking Community and Classroom

The intergenerational reflective service-learning program titled Mentor Up is intentionally integrated within gerontology education. Mentor Up, a series of one-on-one technology training workshops, connects younger with older learners in the community while building on course content. Groups of students are paired with the Academy of Senior Professionals at Eckerd College (ASPEC) members, a continuing education organization whose 300+ members are committed to lifelong learning. Members are fully integrated into the course, serving as mentors for students. These class sessions support students in planning for Mentor Up service at a local CCRC and promote positive contact between students and retired community members. ASPEC members also participate with students in a significant reflective component concluding the course – in which students and older learners work together to write a script, record, and present a video essay addressing aging stereotypes. Considerations for planning, classroom integration, community connection, and project reflections will be discussed.

Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap

Developing countries have limitations in almost every area of modernization. These limitations are not limited to only education and the classroom in which teachers and learners exercise their duties but also other aspects of human endeavours. Scholarly approaches embraced by educators in the quest to evolve knowledge, especially, those whose basis arise from Science and Mathematics have generated considerable improvement over the years. These approaches beget a pattern aimed at preparing emerging learners with up to date knowledge on how best to solve challenges required of complex, yet human everyday life. The goal of education and by extension science is to equip citizen with requisite skills to embrace challenges and solve human everyday problems. This article exposes the trend in STEM, STEAM and STREAM approaches, as well as, the rationale for each of the appendage component of the evolution. The global application of robots in areas with shortage of manpower is a trend in global economy and governance. Africa’s classroom integration and limitation of technology in classroom learning can potentially be resolved with solutions from robotics. A measure of the grounds covered in the developing countries and the gap expected to be covered were extensively explored. The limitation in knowledge, expertise and resources to cope with these emerging trends for purposeful and meaningful classroom integration in Africa were investigated.

Ingestion and integration of ICTs for pedagogy in Indian private high schools

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

Perception of elementary school teachers on Laro Ng Lahi in Quirino, Isabela

The purpose of this study is to determine the Perception of Selected Elementary School Teachers on Laro ng Lahi in Quirino, Isabela. The participants of this study were ten (10) selected Elementary School Teachers, five (5) from Generation X and five (5) from the Millenials. The researchers utilized qualitative research through face to face interviews. The responses were analyzed through descriptive coding using the thematic analysis. Based on the gathered data’s, Laro ng Lahi is still being played by pupils despite their access to advanced technologies and some of these are Tumbang Preso, Sipa, Patintero, Tagu-Taguan, Chinese Garter, Sungka, Luksong Tinik, Luksong Baka, Holen, Tug of War, Agawang Sisiw, Bum-Bum Lata, Agawan ng Panyo, Agawan ng Base, and Siyato. The importance of Laro ng Lahi can be classified according to its benefit in terms of health, culture, social aspiration, and values. Laro ng Lahi can be preserved employing continuous engagement in the respective houses and classroom integration by considering the use of native materials.

Rethinking Writing Pedagogy

This chapter examines practices, strategies, and assessments used to support preservice and inservice teachers in becoming digital writers who can thoughtfully integrate digital and multimodal writing into their pedagogical practice. The chapter is organized into two sections: (1) a research-based discussion of goals and strategies for integrating digital and multimodal writing into preservice and inservice teacher education courses, and (2) concrete examples of activities and assessments for teacher education courses that can successfully scaffold teachers into becoming digital writers. Findings demonstrate that the thoughtful and purposeful integration of digital, multimodal writing into teacher education courses can shift understandings of writing as a participatory practice and support teachers in successful classroom integration.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.