Ipad in the classroom

Le choix du Sénégal de faire des TIC un des leviers stratégiques de rénovation de l'école soulève des questions dont la nécessité de voir comment les enseignants se les approprient afin que l'école en tire les avantages attendus. Pour mieux comprendre comment et pourquoi se ...

Researching online is often assumed to be difficult, distant, and flattened. Building relationships with young children is often said to be best done in person. This paper traces relations and events between a researcher working remotely from home with young children and their teacher working on photographic literacies in their classroom. The ways in which relationships emerged and were enacted are discussed. Thinking beyond narrow definitions of literacy to literacies, the analysis builds on Latour's network of relations as used in Brandt and Clinton's literacy-as-action to think about how literacies travel and engage with human and nonhuman actors. Framing literacy-as-event as proposed by Burnett and Merchant emphases how literacies can be playful, unpredictable, and emergent. While 'following the iPad-baby-Diane,' this paper shows how children improvised and played with metaphors and the researcher and built care and connection while performing literacies in online digital spaces. Relational online research was enacted as children were imitating and 'becoming-with' a distant researcher. Considering tools and innovative digital literacies practices as embedded in assemblages, it is possible to see intimacies and imagine literacies-as-relations across material and digitized spaces.

from cerebral palsy. This paper discusses the importance of analyzing the different possibilities of expression for these children with cerebral palsy in order to plan more effective treatments in the area Augmentative and Alternative Communication, using digital games and assistive technology.

Statistical data from the Centers for Disease Control (2018) indicated autism spectrum disorder (ASD) affects 1 out of 59 children in American schools. The purpose of this study was to explore the perceptions of special education teachers regarding teaching social skills for K-5 students with ASD; specifically, to see how teachers viewed the effective use of two promising practices (i.e., peer-mediated interventions and social stories) and one evidence-based intervention (i.e., video modeling). The experiences of special education teachers regarding teaching social skills to K-5 students with ASD were explored. Seven special education teachers from school districts in Colorado were interviewed and their responses were coded. After reading the transcripts and reviewing the responses to the questions as demonstrated above, the researcher found the following themes emerged from the contextual descriptions: collaboration, using pictures, using peers, equipment, training, and using socia...

Until recently, virtual manipulatives have only been available through mouse-driven apps for the computer. In the past few years, touch-screen devices have emerged as a platform for thousands of virtual manipulative mathematics apps. Researchers use a variety of terms to identify these mathematical objects that children interact with on touch-screen devices. Some researchers call them computer-based mathematical cognitive tools (MCTs) that contain interactive visual mathematical representations (VMRs) . This paper uses the term virtual manipulatives (VMs), defined by as "an interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge" (p. 373), to refer to the interactive dynamic mathematics objects that we selected for research in this project. An important goal for mathematics education is the design and selection of mathematics "apps" (i.e., applications for mobile devices with a touch screen; Gröger, Silcher, Westkämper, & Mitschang, 2013) for use during instruction that result in positive learning benefits for students. An important goal for parents is to engage children in the use of learning apps that have positive learning benefits for their children. A recent analysis of the Education Category of Apple's App Store commissioned by the Joan Ganz Cooney Center at Sesame Workshop revealed that, of the over 500,000 apps available on iTunes and over 300,000 on Android, 72% of the top selling apps target preschool or elementary aged children, and the second most popular subject for apps is mathematics (13%). Yet research on how these apps benefit children's learning has not kept pace with the explosion of apps being created. This study sought

The increasing popularity of tablets in society generally has sparked much interest in their educational potential and while a number of studies on the use of tablets in schools have been conducted world-wide most of these have been conducted in English-speaking and well-resourced education jurisdictions such as the UK, Australia, New Zealand and the USA. Studies conducted on the use of tablets in non-English speaking and educationally under-resourced countries are less wide-spread. This research conducted as part of an EU Erasmus+ Project (Micool), focusses on the introduction of iPads in a remote, rural region of Portugal where persistent under investment in education, particularly educational IT, has been acutely felt for almost a decade. Using a case study methodology this study reveals how many of the benefits associated with using mobile technologies in other educational jurisdictions were also replicated here, and how innovative teachers, despite working within a very traditional and rigid system, used the devices to suit their specific curriculum and classroom needs. Furthermore, this study will also reveal how international events such as the financial and economic collapse of 2008/2009 negatively impacted national education policies in a European country, the effects of which were acutely manifested in this school, particularly when it came to IT provision and support.

The article summarizes the experience of using GeoGebra software tools as a system for activating educational and cognitive activity of pupils in the process of learning mathematics. An important task of school education is the presentation of logically structured material with some elements of graphical representation for quick perception and processing of the necessary information, therefore, of course, in the process of teaching mathematical disciplines it is expedient to use separate components of a computer-oriented learning system for the development of project and research activities of pupils. In this research work functional capabilities of the system of dynamic mathematics from the point of view of innovation and prospects of its use in the educational process are analyzed. The possibility of organizing an empirical study of the properties of mathematical objects is considered. Different groups of problems are created, solving which it is advisable to use the software for ...

The use of Information Technology (IT) has been growing over the years in various human endeavours. It has also been adopted in education sector for teaching and learning. Various studies have been conducted to assess the effectiveness and acceptance of e-learning strategy by students. In particular, the current research is an attempt to obtain students’ and instructor’s perspective on the use of Blackboard software. The technology is a course management system used in a blended learning mode to deliver a third year mechanical engineering course at the University of Botswana (UB). In terms of students’ views, the study covered a period of nine years and the questionnaire survey was administered to each succeeding cohort of students. Whereas in terms of the instructor’s perspective the motivation and the challenges faced during the years of use of the platform were described. Results indicate that students were generally comfortable with the use of Blackboard as they highly embraced ...

Due to the declining English skills of students and even professionals in the Philippines, this study evaluated some language applications in tablet PCs using standardized rubric for educational applications and its impact to English language learners (ELL). A descriptive-survey design was employed using purposive sampling. Ten student respondents enrolled in the second semester of SY 2012-2013, who were regular users of tablet PCs, participated in the study. Two instruments were used: (1) a standardized rubric-based evaluation form for assessing the top five educational apps across seven criteria (relevance, customization, accuracy, thinking skills, usability, engagement, and sharing) and (2) a researcher-made questionnaire to gather student perceptions on the impact of these apps to their language learning. Data were analyzed using frequency counts, rankings, weighted means, and standard deviations. The standardized educational application rubric originally created by Harry Walker was used by three English teacherevaluators to determine if each application meets the criteria needed. Both the evaluation and the gathered data were computed using the weighted mean. Results indicated that the most frequently used application was the search engine, followed by word games, reference tools, quizzes, and eBooks. Among these, all except the quiz apps received "Excellent" ratings across most criteria. The highest-rated categories included usability (M=3.87), relevance (M=3.80), and accuracy (M=3.60). The impact of app usage on English language learning yielded a mean score of 4.27 (SD=0.30), indicating a very high perceived impact. However, the overall rating for all the criteria was "Excellent". It was concluded that the computer applications are suitable and recommendable for English Language teaching supported by the result of the applications' impact to the learning of the selected respondents. Thus, the use of these applications greatly aided the users in their language learning.

Cette recherche consiste en l’étude des usages du numérique de 221 enseignants de hautes écoles, suisses et belges. Elle vise à comprendre les usages effectivement mis en place dans l’enseignement supérieur dans ces deux pays et à les comparer. Pour permettre de catégoriser ces usages, une typologie des usages du numérique en éducation a été construite. Elle a la volonté d’inclure à la fois les usages des enseignants pour préparer leurs cours et enseigner ainsi que les usages qu’ils sollicitent de leurs étudiants. Cette typologie a été établie sur base de la littérature existante (Denis, 2001 ; Paquette, 2002 ; Bégin, 2008 ; Peraya, 2008 ; Vuorikari et al., 2022) et comprend à la fois des usages en présentiel et en distanciel, synchrones et asynchrones. Cette recherche vise donc également à vérifier l’applicabilité de cette typologie et à l’adapter en fonction des retours des enseignants.

Une définition et une typologie de la plus-value préalablement élaborées (Noben, 2022) ont été soumises à un panel de 20 experts en utilisant la méthode Delphi (Okoli et Pawlawski, 2004). Ces derniers, spécialisés dans l’intégration du numérique dans l’enseignement et reconnus comme tels par leurs pairs, se sont positionnés grâce à différents questionnaires. À chaque étape de la recherche, les résultats des questionnaires ont été synthétisés et transmis aux experts. Cela leur a permis de se positionner et d’apporter des suggestions de modification. Le résultat est une conceptualisation de la plus-value du numérique en éducation validée par ce panel d’experts.

The purpose of this study was to examine the effects of adult-directed physical activities conducted during circle time on the on-task behavior of students during a journal-writing activity held immediately after circle. The participants of the study were three male students with Autism Spectrum Disorder (ASD) who attended a full day inclusive kindergarten program. During the last five minutes of morning circle the entire class, including the target participants, engaged in one of three activities that required different amounts of physical exertion (yoga, dance party, or book reading) that were selected randomly by the teacher. On-task behavior data was collected for each participant during the first five minutes of the subsequent journal writing activity. Results found that, in general, movement (yoga and dance party) prior to journal led to higher levels of on-task behavior during journal writing, with different activities yielding different outcomes for individual participants. ...

Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked tec...

In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary-school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms.

This faculty development case study focuses on a team of 16 General Education faculty at an urban women's college during the initial 6 months of the college's comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical feedback, and makes recommendations for learner-centered faculty development for iPads in Higher Education. We present our conceptual framework, guiding principles and iPad professional development program. The effects of the program were measured using thematic and content analysis of post-session interviews, participant observation, one-to-one interviews and an online discussion forum. The predominant themes were anxiety, having individual needs considered, time considerations, and fundamental questions about expectations in the mobile learning environment. The key recommendation are to attend to collaborative planning, intervention, facilitating authentic professional learning communities and timing of faculty development that is intended to result in integration of new learning tools and environments.

La tecnología ha desdibujado las distinciones entre compositores, intérpretes y oyentes". Esta es una de las múltiples referencias de John Cage a la tecnología en su obra «Escritos Al Oído» (1999, pág. 168). En este sentido, y centrados en el apartado de la 2 interpretación musical, al menos de la relacionada con una notación musical tradicional, es decir, alturas y valores rítmicos anotados sobre pentagrama-sea o no tonal-, disponemos de numerosas apps para dispositivos móviles, como Notion o Symphony Pro, bastante solventes, pero con una curva de aprendizaje importante, y aun con graves deficiencias respecto de aplicaciones profesionales desarrolladas para el ordenador, como Sibelius o Finale.

In this paper we report on experiences we have provided students in a grade-3 classroom with the aim of introducing concepts in plane geometry through interaction with the GGBot, a drawing robot that can be programmed with SNAP! Blocks. We do this to explore the effectiveness of the use of a new theoretical approach that combines the Teaching for Robust Understanding Framework with the Theory of Semiotic Mediation. We claim that the articulation between the two frames is not only feasible but also insightful, providing an a priori analysis of two tasks, and a detailed analysis of a short excerpt from the corresponding Didactic Cycle.

This paper focuses on engagement dynamics among foreign language students in coping within an immersive pedagogy in a tablet mobile assisted language learning (t-MALL) classroom ecology. This qualitative action research was implemented with 24 second-year undergraduates majoring in French as a foreign language in a Malaysian university. The pedagogical implementation included a task-based learning approach delivered according to personalized, meaningful and learner-controlled learning principles. In accordance with social constructivist theory, the implementation emphasized student-centered and controlled learning. Scaffolding choices involved instructor as well as peer and technological support in an immersive blended learning environment sustained with Facebook groups. The learners' engagement was investigated according to grounded theory's procedures. The learners' perceptions of classroom learning processes were triangulated with the instructors' reflections with a three-level coding applied to the constant comparative method of analysis. Findings supported the use of t-MALL as sustaining engagement in immersive learning environments. The learner-centered and controlled approach allowed just-in time triadic scaffolding which contributed to raising active participation throughout the tasks. The implementation of t-MALL enhanced the students' perceptions of the learning environment which unleashed their willingness-to-communicate in the target language. Reaching volition further contributed to enhancing the students' motivational factors of engagement towards acquisition and self-regulated learning. The discussion imparts recommendations and best practices towards efficient scaffolding for engaged language learning in immersive and participatory environments.

This research paper presents the findings from the pilot study of a project exploring the potential of tablet computers in the foreign language classroom in a Malaysian public university. This article focuses on the technical amazements and challenges as experienced by a learner discovering her iPad 2 over four weeks. Indepth knowledge about the device's user-friendliness and language learning potential was gathered through a narrative qualitative approach using classroom observations, field notes and interviews. The objectives were to unveil the learner's perceptions toward the device as a novice user and to discover her strategies when handling the device for language learning. This study describes the learner's intentions for adopting the iPad as a learning tool and how she overcame technological obstacles. It provides educators with hints on the learner's tools and strategies for learning languages with the iPad as well as insights and recommendations to educators willing to venture into teaching languages with tablet computers.

This chapter corresponds to Theme D in the ICMI Study 25 conference - “Teachers of Mathematics Working and Learning in Collaborative Groups".
It is dedicated to tools and resources used in, designed for, and resulting from teacher collaboration and is composed of six sections. Section 1 introduces the essential issues to be addressed. Sections 2 through 5 are dedicated to tools and resources: designed for teacher collaboration (Section 2); for learning to improve teaching practice in collaboration (Section 3); for fostering collaboration (Section 4); and for studying collaboration (Section 5). Section 6 looks to the future, considering not only the discussion at the Conference, but also other possible topics of interest for research.

Learning is a social process, where a learner’s cognitive processes occur within social events that transpire when an individual interacts with people, objects and events in his or her culture and environment. This qualitative study of a small scale is grounded in the Socio Cultural Theory which postulates learning to be a social enterprise and supported by cultural tools which aid learning. The study was undertaken on a group of Malay tertiary learners to probe how far social sources, namely peers, impact their learning of vocabulary items in their preparation for the Malaysian University English Test (MUET). Besides social sources, the use of cultural tools, (namely, the dictionary and guessing meaning from context) were also probed to enquire how learners capitalise on these resources to make their learning process meaningful and to encourage autonomous learning. Data for the case study were collected through qualitative means of retrospective interviews and journal entries of th...

Many schools are trying to innovate while the technological landscape is changing rapidly. Digital tablets like the iPad are clearly identified as an emerging technology that could have a significant impact on education in the short term (Johnson et al., 2012). A Quebec high school integrated iPad in two secondary three groups since last September. A research team accompanied the school and followed its course. This paper presents a first look at the preliminary data collected since the beginning of the project from the teachers, the students and their parents.

Plusieurs études montrent que les jeunes ont un rapport privilégié aux technologies , qui les prédispose à l'utilisation scolaire des TIC. Selon Collin et Karsenti ( ), il importe de tenir compte de cette relation lors de l'intégration pédagogique d' outils technologiques. Le présent article analyse à l'aide de la théorie de l'activité des données relatives à la collaboration chez les élèves d'une école secondaire intégrant les tablettes numériques. Les résultats montrent que la collaboration se développe en dehors de l' école. La mobilisation de ces pratiques en contexte scolaire et des pistes de recherches futures sont discutées.

Que font ces quelque 10 000 élèves du Québec (Canada) qui utilisent de façon quotidienne l’iPad en salle de classe? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique à cette nouvelle tendance en éducation que nous avons décidé de mettre en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation, avec la collaboration de quelque 18 écoles secondaires et primaires du Québec. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif de la tablette tactile en contexte scolaire. Nos résultats montrent que les avantages dépassent les défis rencontrés. Les résultats présentés dans cette étude montrent à la fois qu...

In this paper, we provide results from the design-based research and development process of a digital didactical tool: mathematical maps. We describe in detail the current research cycle, in which the mathematical maps are integrated into a geometry course designed cooperatively by university mathematics teachers and researchers in mathematics education from different universities. The results of the evaluation affirm the (perceived) usefulness of individual functionalities of the digital tool but also point to suggestions for design improvement. Furthermore, the use of the map within the geometry course seems to promote favorable beliefs regarding the nature of mathematics.

This paper reports an investigation of mathematics teacher educators' views and perceptions on computational thinking (CT) and its impact on mathematical learning. We conducted semistructured interviews with experienced mathematics teacher educators, all of whom have extensive experience with the use of digital technologies for mathematical teaching and learning and report on data from two of them. Our aim is to offer insights into how CT is perceived and understood by them, to support them in self-assessing their possession of CT practices, and how to support mathematics teachers and students in gaining CT. We offer ideas regarding the promotion of CT and its integration in mathematics teaching and learning.

There is a substantial research base demonstrating the benefits and need for employing technology in mathematics education. However, teachers' competencies in using digital technology in their teaching have not been widely investigated. We therefore carried out a small-scale research study to investigate how to develop and assess mathematics teachers' competencies in teaching with technology, specifically their Mathematical Digital Competency (MDC). We designed a prototype survey for assessing teachers' MDC using a vignette approach. In this paper, we discuss our vignette design considerations for the survey items in our efforts to capture mathematics teachers' MDC and present some of our initial findings from trialling it with 114 pre-service teachers.

This study assesses the digital competence of preschool students engaged with technology-mediated educational media, focusing on their ability to navigate and interact with digital learning media. The objectives of the research are to assess operational skills and identify challenges requiring teacher intervention. The research employed a qualitative approach, where data was collected through observations and interviews. Findings reveal that preschool students demonstrate foundational digital competence, independently performing basic operational tasks such as swiping screens, dragging objects, and executing touch commands. These skills correlate with emergent literacy development, as children interpret icons, symbols, and visual cues embedded in the media. However, significant challenges were observed in tasks requiring emergent literacy, specifically tasks requiring textual literacy (e.g., password entry) or advanced device management (e.g., adjusting settings) necessitated teacher assistance, underscoring the interplay between independent digital exploration and guided scaffolding. The study highlights how technology-mediated educational media fosters early digital literacy while emphasizing the critical role of educators in bridging skill gaps. It underscores the necessity for personalized digital pedagogy and developmentally appropriate app design to accommodate varying digital competence in preschoolers. It also emphasizes the importance of addressing equity and viewing digital literacy as a socially mediated process, informing future research for iterative improvements in digital education.

This study was designed to examine the training of special education teachers employed in public schools in Illinois regarding educational technology and their use of educational technology in the classroom. Surveys were sent to a randomly-selected sample of special education teachers from the school districts and a randomly selected sample of the special education teachers of half of all special education cooperatives in Illinois. All teacher training institutions in Illinois that provide coursework for special education certification were also surveyed. Analysis was performed on the data from schools and cooperatives because the return rates for these two groups were considered acceptable for reaching conclusions regarding the populations. Returns from Chicago and the teacher training institutions were not submitted for analysis because the return rates were not considered acceptable. Results of this study showed that responses from the two analyzed samples were generally similar. Both groups reported the highest percentages of computer use during student freetime and for drill and practice. These groups reported the lowest percentages of use of on-line connections and student-specific assistive technology devices. The reported number of respondents trained in the above areas corresponds with the state use in each area. Results showed that the highest percentages of training occurred in informal training settings. The study found that a majority of the respondents did not have students who had been assessed for the use of assistive devices. Concomitantly, a majority of the respondents' students did not have the topic of assistive technology on their students' IEPs. The teachers perceived the major barriers to providing technology in the classroom to be funding, training, administrative support, and support staff. Conclusions based on the results of this study strongly suggest that special education teachers in Illinois need more support and training in order to appropriately use technology with their students.

The provision for every pupil in schools of 1:1 digital devices such as tablets and laptops is claimed to offer a range of benefits, both practical and educational. Opinions are still divided as to whether the benefits for teaching and learning in fact outweigh the cost, disruption to established teaching practice, and distraction for learners. This paper presents studies carried out in three different settings where such schemes have been implemented, in order to consider the extent to which the benefits as presented in the research literature are working out in reality, and whether such benefits constitute an adequate argument in support of investing further in these technologies. The paper finds that there is considerable evidence of practical benefit for processes of teaching and learning from the availability in schools of 1:1 devices, but limited evidence of concerted or systematic strategies on the part of schools for helping young people to engage profitably and wisely with the digital world, with respect both to their learning and their wider lives.

Je tiens à remercier toutes les personnes suivantes qui m'ont aidé et soutenu tout au long de la réalisation de mon travail : Mme Fabienne Liechti Wenger, ma directrice de mémoire, pour son excellent suivi, ses conseils et son soutien. Nicolas Voisard, formateurs à la HEP-BEJUNE, pour leurs conseils et réponses. Mme Stéphanie Boéchat-Heer, chercheuse à la HEP-BEJUNE, pour le temps qu'elle m'a consacré dans le cadre d'un entretien et pour ses conseils. Mes élèves de la 11MA42, pour leur travail exemplaire et le temps précieux qu'ils m'ont accordé. Mmes Maude Cressier et Chloé Stamm et MM. Aurélien Ferreira et Quentin Hiertzeler, pour leur précieuse aide dans la réalisation de mes vidéos. Mme Corinne Decrauzat, pour sa fine relecture et ses virgules bien placées. Mme Marie-Christine Schnegg, enseignante au Centre du Bas-Lac (éorén), pour m'avoir fourni les iPads. Toutes les personnes, qui de près ou de loin, m'ont transmis leurs encouragements et leurs conseils durant ce travail.

The emergence o f new ways o f learning alongside with rapid technological advancement in the 21s' century has ushered in technological transf ormation o f the traditional teaching and learning resources o f paper and print, film, radio, records, broadcast television, audio tape, video tape, programmed learning machines to the use o f computer and internet, which demands overhauling o f the curricula o f its educational methodologies fo r what is current and relevant and makes progress possible.

This p a p er views that im provem ent o f learning at secondary level o f Nigeria system w ill constitute a tool fo r the transform ation o f N igeria education at that level. Its reviews how effectively secondary school teachers do their jo b in Nigeria and how w ell Nigerian secondary school students learn at present. It distinguishes assessm ent o f im proved learning from assessm ent o f learning: then, defines the concepts i blended-learning assessment. Presents a prototype m aterials o f the way in which blended-form ative assessm ent can be used, in an instructional process, fo r the im provem ent o f learning at secondary level thereby converting education at that level to a tool f o r transform ation in Nigeria. Using Alesic and lzollop m odel ca lled " process o f instruction " highlight the way in which it can transcend national level and go as f a r as globed level in terms o f transform ation. That way, it w ill engender quality educational and sustainable socio-econom ic stability resistant stability in the society, f l o w ever, the challenge o f im plem enting the proposal includes i. Teachers should adopt blended learning and blended-form ative assessm ent in teaching learning process, ii. Parents should be m ade to provide internet enabled m obile phone fo r their children on admission. Hi. Schools should provide custom ized sim cards to students and add internet subscription fees to student's developm ent level. The paper concludes that educational stakeholders should enforce the im plementation o f technology> advancem ent in education to assessm ent o f learners fo r improving.

Information and communication technologies have over gained an added momentum in different social domains mainly in education. In effect, the integration, of these technologies in education has undergone a worldwide revolution, where the learning of the students was supported by the improvement of the quality of education. The aim of this study is to determine a diagnostic of the current situation of the professional and pedagogic use of the information and communication technologies by the teachers at the Higher Institute of Nursing Professions and Technicals of Health of Tetouan and its annex in Tangiers. A questionnaire was adopted as the main Quantitative methodological approach to analyse these practical of information and communication technologies using in education. The results obtained have demonstrated that the use of information and communication technologies by the majority of questioned teachers didn’t exceed the exploration step from the stage of the pedagogic using, b...

^ This project was designed to enhance the delivery of the thinking curriculum recommended in It^s Elementary! by the California Department of Education to students. Third grade Social Science-History thinking curriculum was adapted for the Coachella Valley area by Desert Sands Unified School District personnel in accordance with state frameworks. The curriculum includes lesson plans that are well-written and provide students with reading materials in English or Spanish. However, students who are not linguistic learners, who are Limited English proficient, or who are low readers are not supported within the current materials available for third grade students. With budget cuts, the school district can no longer afford the fees or buses necessary to take children to view a variety of historical locations. Their needs prompted the creation of this project. In order to enhance third grade students' understanding and build upon knowledge they have of their locality, this project was written both in English and Spanish. It covers five historical sites of interest in the Coachella Valley area. It uses digital imaging and audio in addition to written text for the purpose of enhancing student learning and retention. Ill ACKNOWLEDGMENTS A popular song of recent years, "The Wind Beneath My Wings," expresses much of my feelings towards family, ) friends, and people who have been in my life during this project. These people are my heros and, with them pushing me along, this project finally was completed. My gratitude and heartfelt thanks go to Dr. George Araya for his efforts in bringing this Master's Program to the desert community and teaching some of the classes; to Dr. Rowena Santiago for her willingness to travel the miles to help, encourage, and mentor my fellow classmates and myself through this project; to my family who have been a constant source of support and encouragement to be better today than yesterday throughout this project as well as other events in my life; to my friends who have stuck with me through all the months of this project with their endless cheer and inspiration; and to my fellow classmates who have given me a good example to follow through their work in this program. IV

The Nordic countries recently introduced programming as a new topic in school mathematics. Due to this reform, mathematics textbooks now include programming tasks. We propose in this article a framework for the analysis of programming tasks in mathematical textbooks. It seeks to classify programming tasks on the intersection of computational thinking and mathematics didactics. For this, we develop established frameworks of textbook analysis based on computational thinking. Beyond that, our framework emphasises the connection to mathematics education. Finally, we showcase the framework in examples from Norwegian mathematics textbooks for schools.

This study was conducted as a part of a project, where a teaching geometry course offered at a public university was designed based on the Geometric Working Spaces model. This course aimed to improve preservice teachers' content and pedagogical content knowledge related to geometry. 18 preservice mathematics teachers attended the course. The model was introduced to preservice teachers. At the end of the course, preservice teachers were asked to report if the model had any impact on them as a learner and as a teacher candidate, and whether they would use it in their own teaching practice. Participants' written responses to these questions were analysed. Findings revealed that preservice teachers found the model useful both for learning and teaching geometry. The model was claimed to be instrumental for conceptual understanding of geometry and designing lesson plans and course materials.

. Grade-aligned math instruction for secondary students with moderate intellectual disability. Education and Training in Autism and Development Disabilities, 47(3),[373][374][375][376][377][378][379][380][381][382][383][384][385][386][387][388]

In an educational project aimed at introducing reflective pedagogical practice to improve the situation of preservice teachers in computer science at the University of Stuttgart, the need to restructure the introductory 'Programming and Software Engineering' course for all computer science students arose. So, the reflective pedagogical practice -by the lecturers -led to changes in the course. The first steps of the educational re-design -following a design-based research approach -are describe here.

In the recent past there is a dramatic progress towards access to education with the Right to Education Act (RTE 2010) in India. The Government of India (GoI) could progressively succeed in achieving high enrollment of students in schools across India this is followed with the provision of midday meals, clean toilets, drinking water facility and various other schemes. The grappling issue is the quality in basic education still remains as a dream. Older students from rural government schools of grade V th to VII th still fail to read simple sentence in English or perform a three digit division sum in Mathematics (Annual Status of Education Report-ASER 2016). Inclusive education is arduous for students with Intellectual Disabilities (ID) who have gross challenges in learning the mainstream school curriculum. To overcome the barriers of learning, technical strategies of inclusive education should be practiced in inclusive classrooms. The present paper focuses on essential elements of inclusive classroom for students with ID which includes individualized education program, functional curriculum, assistive technology, curricular modifications, and accommodations.

This paper describes an evaluation of tablet devices for a Graduate Entry Medical School (GEMS). The purpose of this evaluation is to assess what type of tablet device could meet the needs of a GEMS student. GEMS requirements for the evaluation include; using the tablet device to replace paper teaching resources in lectures and tutorials and students must be able to edit the electronic resources in class. The tablet device is also considered for its suitability on clinical placements in third and fourth years, where students need a tablet device that allows them to take notes and access GEMS resources. The study evaluates four leading tablet devices; Apple iPad Air & iPad Mini, Samsung Galaxy Tab S 10.5 and Microsoft Surface Pro 3. The methodology section will cover the assessment criteria used to compare tablet devices from the student, technical and GEMS management perspective. A questionnaire was also developed to gather feedback from students at the end of their time with each t...

Carly J. Olcese SUCCESSFUL TRANSITION PLANNING FOR INDIVIDUALS DIAGNOSED WITH ASD: A COMPARISON OF SENDING AND RECEIVING SCHOOL DISTRICTS 2018-2019 Dr. Margaret Shuff M.A. Special Education Research has shown that the successful transition plans can provide students who are diagnosed with Autism Spectrum Disorder (ASD) with increased employment opportunities, independent living options, and most importantly a positive quality of life. Individuals diagnosed with ASD have a variety of symptoms and characteristics that range from moderate to severe. Teachers and parents must work together to provide the child or adult with an education that encompasses their strengths and areas improvement, to allow for independence and future success. The purpose of this study was to examine the importance of the components in the transition process as well as strategies that promote each component for a successful transition for students who are diagnosed with ASD.

Profiling elearning students is a common practice in the field. It carries good intention. Which learner group requires more attention of the university administration in optimizing resources and creating incentives resulting into a social outcome that is efficient and makes all concerned parties better off? Results suggested that the learners who perceive higher in university’s CMS support, instructor instructional and communicational use of CMS, and affinity for technology may deserve better attention of the management. Background and Introduction Profiling elearning students is becoming a common practice in the field (e.g., Yu, DiGangi, JannaschPennell, & Kaprolet, 2008; Yukselturk & Top, 2013). Using a Web survey or questionnaire, an increasing number of learner characteristics and demographics can be studied in a form of data. Given this easy access to the collected data, researchers have attempted to take into account multiple (i.e., twoor more-way) profiling variables (e.g., ...

El debate sobre el concepto de aprendizaje móvil y la irrupción de los dispositivos móviles está presente en la educación superior. Esta investigación se desarrolló desde un enfoque cualitativo, con la participación de ocho docentes universitarios a través de un grupo de discusión. El objetivo fue comprender los siguientes aspectos: (a) el concepto de aprendizaje móvil de los docentes; (b) su perspectiva del uso de smartphones o teléfonos inteligentes y tabletas en las aulas; y, (c) las implicaciones en la relación docente-estudiante ante la incorporación de estos dispositivos en la educación superior. A partir de los datos obtenidos se confirma que hay una construcción del concepto de aprendizaje móvil que deviene de la praxis cotidiana. El ingreso de tabletas y smartphones se ha dado en una forma natural en las aulas. Se identificaron inquietudes sobre el manejo y control de estos dispositivos en clase, a lo que se suma la incertidumbre sobre los beneficios o perjuicios pedagógico...

Thorstein Veblen was one of the great scholars of the twentieth century. Indeed, his most famous concept has entered the realm of cliché: conspicuous consumption. Yet the density of his prose has meant that his wider arguments about waste, class and capitalism have not travelled well into the 21st century. Therefore, this article combines the great scholar of the 20th century with one of the oddest products of the 21st century: the iPad. Exploring why the iPad emerged – in multiple versions – through the global economic crisis, Veblen’s theories of waste gain both renewed effectiveness and application.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

This study evaluated an assessment of the implementation of Eko Excel in teaching and learning at the basic school level in Lagos State, Nigeria, which included teachers who had received Eko Excel training and were utilizing tablets in their classrooms. The research population included all teachers from five public primary schools in the Kosofe Local Government Education Authority (LGEA) who received Eko Excel training and used the tablet for teaching and learning in their classrooms. The sample comprises five schools in the Kosofe Local Government Education Authority (LGEA) in Lagos State, and the sampling methodology employed is purposive sampling. A random method was employed to pick 100 teachers. The study is a descriptive survey using structured questionnaire forms. Data from the study were analyzed using tables, basic percentages, and bar charts. The study found that teachers appreciated the government's innovation because it reduces the stress of writing notes, aids in the assessment of the implementation of Eko Excel in teaching and learning at the basic school level in Lagos State, promotes self-thinking, and exposes students to global events. The research also found that the tablet is teacher-centered.