Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era

Virtual educational simulation games (vESGs) promote unique combinations of learning interactions and affordances to create environments with which students can engage to effectively learn about complex phenomena and processes in multiple domains. Using the GlobalEd vESG as an example case throughout the chapter, the authors discuss (1) the key functions and experiences that vESGs provide to learners; (2) the types of valuable student interactions that can be expected when playing a vESG and strategies for maximizing these interactions for learning; (3) strategies for teacher implementation and adaptation of vESGs, as well as professional development programs to support their use of vESGs in classrooms; and (4) observed benefits of using vESGs as evidenced from over a decade of implementation of the GlobalEd vESG in authentic classroom settings.

The Degree of school Principals Acquiring of educational technology competencies and its relation to teacher application of education technology from teachers point of view: درجة امتلاك مديري المدارس لكفايات تكنولوجيا التعليم وعلاقته بمستوى توظيف المعلمين لتكنولوجيا التعليم من وجهة نظر المعلمين

This study aimed to identify the degree of school principals acquiring of educational technology competencies and its relation to teacher implementation of education technology from teachers point of view, the study used the descriptive analysis correlative approach, two questionnaires were development first one consisted from (20) paragraph, to determine the school principals acquiring of educational technology competences, the second also consisted from (20) paragraph to determine the teacher implementation of education technology , the sample of study consisted from (340) female and male teacher. However, the finding of study showed that the school principals acquiring of educational technology competencies from teacher point of view was average and the teacher implementation of education technology from teacher point of view was also average, the finding also showed there was a statistically significant relationship between the school principals acquiring of educational technology and teacher implementation of them at the level of (α ≤ 0.05). In addition, the finding showed there weren’t any significant relation in the degree of school principals acquiring of educational technology competencies from teacher point of view refers to variable of teacher's sex. Furthermore, there were significant differences at (α ≤ 0.05) according to teacher qualification for higher education.

Development of student worksheet for blended learning based guide inquiry and science process skill in reduction and oxidation reaction

This study aims to determine how the procedure for developing blended learning worksheets based on guided inquiry models and science process skills on the material of reduction and oxidation reactions in SMK. The method used in this research is to follow the Lee and Owens development model consisting of 5 stages of development, namely Analysis, Design, Development, Implementation and Evaluation. Analysis includes analysis of needs, characteristics of students, objectives, materials and technology. Design, researchers determine the schedule and development team, median specifications, prepare materials and make Flowcharts and storyboards. Development, develop LKPD according to storyboards, validated by material and media experts, and assessed by the teacher. Implementation includes group trials and effectiveness tests. Evaluation of LKPD in accordance with test results. Keywords: Blended learning, Guide inquiry, Reaction of reduction and oxidation, Science process skill, Student worksheet

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

Personal, portable, multifunction-devices and school libraries

To maximise learning value from one-to-one programs in schools, computing devices need to be personal, portable and multifunctional. It is likely that shared devices will not be as effective. The increased access provided by one-to-one devices creates great opportunities for school librarians to support their school technology directions and to implement 21st century information literacy and reading promotion programs. Increased access will mean greater utilisation and demand for online resources. The key factor in the success of one-to-one programs is teacher implementation of appropriate pedagogies. Teacher-librarians have the chance to provide leadership in pedagogies that most effectively utilise these devices to improve learning outcomes.

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.