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- Atif, Yacine, 1967-, et al.
(författare)
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Digital Citizenship : Innovations in Education, Practice, and Pedagogy
- 2018
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 21:1, s. 152-154
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Tidskriftsartikel (refereegranskat)abstract
- There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations.
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| 2. |
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| 3. |
- Ibrahim, Walid, et al.
(författare)
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A Web-Based Course Assessment Tool with Direct Mapping to Student Outcomes
- 2015
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:2, s. 46-59
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Tidskriftsartikel (refereegranskat)abstract
- The assessment of curriculum outcomes is an essential element for continuous academic improvement. However, the collection, aggregation and analysis of assessment data are notoriously complex and time-consuming processes. At the same time, only few developments of supporting electronic processes and tools for continuous academic program assessment and curriculum performance feedback have emerged. In this paper, we introduce a novel course assessment process supported by a Web based interface that articulates and streamlines the assessment data collection, performance evaluation and tracking of remedial recommendations. To close the assessment loop, the Web interface provides also a mechanism to follow up on the implementation of remedial recommendations and analyzes their associated reflective actions during the subsequent course assessment cycle. A guide to map assessment instruments to the course and overall program outcomes is advocated by the proposed tool to propagate the course assessment results towards higher educational objectives (e.g., student outcomes) in a dashboard-like assessment interface. This approach streamlines improvements in education through reflecting the achievement of course outcomes on the achievement of higher educational objectives. In addition, the tool maps the course outcomes to the corresponding course outlines to facilitate the detection of areas where revisions in the instruction and content is needed, and to best respond to recommendations and remedial actions. We provide a methodical approach as well as a Web-based automation of the assessment process, which we evaluate in the context of our regular academic assessment cycles that have eventually led to a successful international accreditation experience. The collected assessment data shows a significant improvement in the achievement rate of the student outcomes after deploying the tool.
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| 4. |
- Messina Dahlberg, Giulia
(författare)
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A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education
- 2017
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 20:2, s. 238-250
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Tidskriftsartikel (refereegranskat)abstract
- The study presented here is interested in understanding the ways in which social interaction in technology mediated institutional settings is constrained and afforded by what Pennycook defines as "critical moments" in the educational experience. Drawing on Social Learning Analytics and on the concepts of heteroglossia, contingency and chaining, this paper critically discusses a methodology that allows the analysts, and ultimately learners and educators, to follow and visually represent the mobility of the learners-in-concert-with-tools across space, time and language varieties and modalities in technology-mediated communication. The empirical data focused on here is drawn from a large project which includes 40 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university in the videoconferencing platform Adobe Connect. Preliminary findings suggest that the environment, both in terms of what happens inside and outside the virtual learning site, is of primary importance when it comes to the organization of the interaction among individuals in terms of what becomes the participants' focus during the encounters. A visual representation through a multivocal approach of this mobility of learners, topics and tools will, it is suggested, support learners, educators and designers in locating where and when in the interaction "critical moments" have occurred, in order to understand how such shifts in focus support or hinder the learning experience.
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| 5. |
- Tallvid, Martin, 1956, et al.
(författare)
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Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom
- 2015
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Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:1, s. 237-249
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Tidskriftsartikel (refereegranskat)abstract
- The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.
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