Student and Teacher Perceptions of Citizenship Strategies Supported by the Internet of Things

Since the demands of civic life are constantly increasing, there is an emergent call for citizens to actively engage in local and wide societal issues. To build the portrayal of the study participants' participatory citizenship attitudes, several research instruments were implemented in the educational community. A closer look at the data analyzed presents a portrait of low involvement of students, as far as participatory citizens is concerned, in the educational community they belong to. Recently, we have witnessed the emergence of technological innovations, the internet of things (IoT) being one of them. Although IoT is not considered to be a new technology, teachers are just scratching the surface on how to use it to enhance innovative and disruptive learning scenarios. This chapter looks at the development of participatory citizenship co-constructed guidelines, based on students' and teachers' perceptions of citizenship strategies.

Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school

This paper will investigate the efficacy of using game-based learning to increase motivation in Key Stage 3 boys (aged 11–14) at a single-sex, non-selective free school located in inner London. During observations of classes I have seen a spectrum of varying motivation in the classroom. As such, the aim of this game-inspired motivation should, as this paper will find, have a clearly demonstrable influence on their academic studies. This will be examined through measuring both an increase in intercultural communication competence and a desire to autodidactically research these historical and classical topics. Whilst the long-term effects of this research paper on its participants will not be properly understood for years to come, what can be currently measured, I hope, can offer genuine excitement in the area of digital games and motivation.

Speech Recognition Technology for Writing: Usage Patterns and Perceptions of Students with High Incidence Disabilities

This exploratory study examined the usage of speech recognition (SR) technology by students with high incidence disabilities in grades 4–8 and student and teacher perceptions of using SR as part of the writing process. The study also examined factors contributing to students' use of SR and barriers to using this technology. Results indicated that students across all grades had positive perceptions about using SR, but younger students tended to use it more often. SR was especially helpful for students who struggled with spelling and supported some, but not all, students with drafting text. The study illustrated the importance of taking student variability into account in relation to affinity for SR usage. By integrating opportunities for using SR as part of writing instruction and guiding students to reflect on whether the technology is useful for their individual needs and preferences, teachers can help students with disabilities make choices to use SR in ways that are the most useful for their individual needs.

“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students ( N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.

Mathematics – How do students and teachers perceive it?

The current study explored mathematics perceptions of teachers and high school students. The online survey consisting of three open-ended questions was answered by 104 high school students and 92 mathematics teachers. A qualitative descriptive research approach was applied to analyse the data. The results of this study showed that mathematics is seen as a branch of science, everything, explanations of concepts with numbers, language, universal language, language of nature, language of universe, life, method, numbers, and tool. Moreover, it was found that there are differences in perceptions between students and teachers as well as males and females. The results of this study extend what we know about student and teacher perceptions of mathematics and add an important contribution to mathematics education research.

Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.