Using mobile technologies for mathematics: effects on student attitudes and achievement     

Khristin Fabian  Keith J. Topping  Ian G. Barron 《Educational technology research and development : ETR & D》2018,66(5):1119-1139

The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students’ attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobile-supported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students’ attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its’ effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.  相似文献   

Does the gender of the teacher really matter? Seven‐ to eight‐year‐olds’ accounts of their interactions with their teachers     

Bruce Carrington  Becky Francis  Merryn Hutchings  Christine Skelton  Barbara Read  Ian Hall 《Educational studies》2007,33(4):397-413

In recent years, policy‐makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ‘role models’ in schools continues to have an adverse effect on boys’ academic motivation and engagement. Utilizing data from interviews with more than 300 7‐ to 8‐year‐olds attending primary schools in the north‐east and south‐east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even‐handed and supportive of them as learners.  相似文献   

Cultural diversity and the imagined community of the global academy     

Cally Guerin  Ian Green 《Asia Pacific Journal of Education》2016,36(1):1-12

Transnational academic mobility and the ongoing push towards “internationalization” together raise challenges for the cultural climate of today's universities. This paper explores these issues from the perspective of supervisors of research degrees in an Australian university in which “internationalization” and “academic mobility” apply to supervisors as much as to students. The concepts of the imagined community and cosmopolitanism are employed to interpret a series of one-on-one and group interviews conducted with international academic staff, conversations which reported surprisingly untroubled negotiation of cultural difference. Using the insights provided by the concepts of “imagined community” and “cosmopolitanism”, we investigate the mechanisms mobilized by these supervisors in apparently backgrounding cultural diversity in the workplace, and consider the implications of the academic subjectivities they perform.  相似文献   

A Review of: “Knowledge Power: Intellectual Property, Information, and Privacy, by Renée Marlin-Bennett. Boulder, CO: Lynne Rienner Publishers, 2004. xii + 274 pp. $59.95 cloth/$23.50 paper. ISBN 1-58826-281-2”     

Ian Hosein 《The Information Society》2006,22(5):367-368

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Differences by degree: Evidence of the net financial rates of return to undergraduate study for England and Wales   总被引：1，自引：0，他引：1  

Ian Walker  Yu Zhu 《Economics of Education Review》2011,30(6):1177-1186

This paper provides estimates of the impact of higher education qualifications on the earnings of graduates in the U.K. by subject studied. We use data from the recent U.K. Labour Force Surveys which provide a sufficiently large sample to consider the effects of the subject studied, class of first degree, and postgraduate qualifications. Ordinary Least Squares estimates show high average returns for women that does not differ by subject. For men, we find very large returns for Law, Economics and Management but not for other subjects. Degree class has large effects in all subjects suggesting the possibility of large returns to effort. Postgraduate study has large effects, independently of first degree class.A large rise in tuition fees across all subjects has only a modest impact on relative rates of return suggesting that little substitution across subjects would occur. The strong message that comes out of this research is that even a large rise in tuition fees makes little difference to the quality of the investment – those subjects that offer high returns (LEM for men, and all subjects for women) continue to do so. And those subjects that do not (especially OSSAH for men) will continue to offer poor returns. The effect of fee rises is dwarfed by existing cross subject differences in returns.  相似文献   

Situated learning in an educational technology course for pre-service teachers     

Kun Huang  Ian A. Lubin  Xun Ge 《Teaching and Teacher Education》2011,27(8):1200-1212

This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation. The findings implied that if we want to successfully implement situated learning, effort should be made to promote a constructive learning culture, improve individual performance, manage students’ perceptions, and foster their positive attitudes.  相似文献   

Foundations of dynamic learning analytics: Using university student data to increase retention          下载免费PDF全文

Sara de Freitas  David Gibson  Coert Du Plessis  Pat Halloran  Ed Williams  Matt Ambrose  Ian Dunwell  Sylvester Arnab 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1175-1188

With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

Learning with the lights off: educational film in the United States     

Ian Grosvenor 《History of education》2015,44(5):667-668

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A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia     

Ian Hardy 《教育政策杂志》2015,30(3):335-362

This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances.  相似文献   

Fulfilling the promise: do MOOCs reach the educationally underserved?     

Lorrie Schmid  Kim Manturuk  Ian Simpkins  Molly Goldwasser  Keith E. Whitfield 《Educational Media International》2015,52(2):116-128

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