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Sohaib Ahmed Sameena Javaid Moazzam Fareed Niazi Anzar Alam Adnan Ahmad Murad Ali Baig 《Technology, Pedagogy and Education》2019,28(1):53-71
The use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments. 相似文献
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Efrosini Kokaliari Joan Berzoff David S. Byers Anan Fareed Jake Berzoff-Cohen Khalid Hreish 《Journal of Teaching in Social Work》2013,33(2):140-159
The authors were invited to teach clinical social work in the Palestinian West Bank. In order to teach, we designed a study exploring how 65 Palestinian social work students described the psychological and social effects of working under occupation. Students described social stressors of poverty, unemployment, lack of infrastructure, violence, imprisonment, separation of families, and severe constraints on travel. They identified depression, suicide, anxiety, and war-related trauma as emerging from these conditions. Many experienced the same psychosocial problems as their clients in coping with harassment and delays at checkpoints. Implications for teaching social work theory and practice are discussed. 相似文献
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Using data collected through two focus group interviews with 14- to 16-year-olds involved in a one-to-one laptop academic programme in a Singapore secondary school, this paper shows some student disengagement and dissatisfaction in class, and this poses questions about the relevance of the school's laptop programme. Our findings illustrate low productivity in the students' use of their computers as they respond to their teachers' instructional agendas. Our work indicates research into one-to-one laptop learning needs to pay greater attention to the minds, motivations and hands of students as they embark on learning they do not fully understand or can control for themselves. We determine that educators and policy-makers need to know a lot more about how growth in students' digital maturity operates. In the final analysis, we understand and explain the students' views about how their learning experiences might be improved, and their behaviour (as a digital wisdom journey centred on learning) to be digitally mature. 相似文献
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