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Abstract
The scholarly nature of this work assessed the implications of the adopted digital technology through diffusion innovation theory on the improvement of small and medium farmers. Through a cross-sectional research design and survey method, information was gathered from the sample of 293. Structural equation modeling by the software of amos version 21 indicated that only observation, can improve the performance of small and medium farmers in Tanzania. This is due to the complexity of the innovative technology among this group of farmers, which is associated with a lack of testing, which subsequently leads to incompatible systems. As technological adoption in various sectors of Tanzania has now become inevitable in all sectors, with no exception to the agricultural sector, more efforts by all stakeholders who are alarmed with this sector should not be relaxed. Policymakers and decision-makers have to understand various mechanisms that help small and medium farmers understand technological characteristics.
Abstract
As artificial intelligence (ai) continues to permeate various sectors, its potential impact on education has garnered significant attention. This study delved into the perceptions of scientific college students regarding the integration of ai applications in education The sample of the current study was 204 university students from Scientific Colleges of Al al-Bayt University (aabu) in Jordan The study took place in that university during the 1st semester of the academic year 2023/ 2024. Employing both qualitative and quantitative approaches, the study utilized a survey comprising seven items and four interview questions. The research anticipated a spectrum of perceptions among scientific college students regarding ai applications in education. While some expressed enthusiasm for benefits such as personalized learning and innovative resources, others harbored concerns about issues like data privacy and algorithmic biases. The analysis revealed a diverse spectrum of viewpoints among participants, ranging from enthusiastic endorsement of ai’s potential benefits, such as personalized learning and resource innovation, to apprehensions surrounding issues like data privacy and algorithmic biases. Through rigorous analysis, this study aimed to identify prevalent themes in students’ perceptions of ai applications in education. The findings promise to enrich our understanding of how scientific college students envision ai’s role in higher education, guiding stakeholders in effectively integrating ai technologies to enhance teaching and learning environments.
Abstract
This article explores how TikTok videos, situated in a postdigital space and means of engagement, visibilise divergent responses to right-wing, populist political governments with anti-liberal, anti-socialist policies, offering video-based provocations for teachers. Even traditionally left-wing havens are shifting to right-wing populism, seemingly exemplified by the Aotearoa Coalition Government, implicating the prevalence of this phenomena. Due to education being an ideological battlefield, teachers are heavily implicated by such shifts, encouraging a visibilising of spaces and strategies for their responses. In this article, Mikhail Bakhtin’s dialogic philosophy, with special attention to his concept of carnivalesque, is brought into conversation with TikTok videos, facilitating a means to conceptualise and analyse this postdigital, divergent underground as a mirthing means of speaking back. These mocking, visual responses to right-wing governments are then signalled as provocations for teachers experiencing a rise of populist policies. This article concludes by suggesting how teachers may utilise TikTok videos to politically speak back in divergent ways to right-wing governments, encouraging creative and diverse engagements in this postdigital platform.
Abstract
The outcomes of research conducted through audiovisual workshops in two public state schools located in urban poverty contexts of the Metropolitan Region of Buenos Aires reveal the manner in which students “appear” as protagonists and narrators of lives that are typically portrayed by others. The authors’ hypothesis is that this methodological approach facilitates the inclusion of students living in impoverished contexts, providing alternative perspectives on contemporary ways of life. In this context, the authors understand inclusion as the possibility of their bodies to “appear” and the creation of an alternative narrative regarding precarious circumstances. Their bodies and narratives are often silenced, and they are usually portrayed as symbols of resilience, danger or sensationalism. Their narratives are useful to discomfort the audience about social inequalities. Within this framework, the authors demonstrate how the audiovisuals by the students offer different avenues for making a presence in the political landscape, distinct from the conventional ways in which individuals experiencing poverty and precarity are conventionally depicted.
Abstract
Attention Deficit Hyperactivity Disorder (adhd) is a neurodevelopmental disorder characterised by symptoms of inattention, hyperactivity, and impulsivity that may significantly impact children’s academic, social, and emotional health. This study has examined the most recent scholarly research on the influence of adhd on children’s academic performance as well inclusive education protocol in different country contexts. Legal and academic interventions for adhd are well-established in developed countries, but there is a significant gap in addressing the needs of children with adhd in developing countries. This research study aims to fill the gap by suggesting a sustainable formal education protocol designed to meet the specific problems and situations of developing countries. The proposed Strategies-Support Services-Collaboration (ssc) protocol is influenced by concepts of inclusion, equity, and sustainability, aiming to address the different challenges encountered by children with adhd in obtaining quality education. The protocol includes measures for early detection and assessment of adhd, customised academic accommodations and support services, teacher training and capacity-building programmes, and collaborations with community resources and healthcare professionals. This research intends to empower educators, policymakers, and communities by proposing a sustainable formal education protocol. The goal is to establish more inclusive and supportive learning settings for children with adhd, thereby enhancing their academic success and general well-being. Integrating children with adhd into formal school aligns with the Sustainable Development Goal (sdg) 4 which aims to offer inclusive and quality education for everyone.
Abstract
This study aimed to explore the implementation of digital inquiry-based science learning in a rural primary school classroom in Melaka, Malaysia. The participants were eight Year 4 pupils (10–11 years old). Using a classroom action research approach, the study utilized two action research cycles using the bscs 5E Instructional Model to create lesson plans. The study’s findings reveal that effective digital inquiry-based science learning development in primary schools requires activities that align with and harness pupils’ prior knowledge, cross-curricular applications, differentiated learning, inquiry scaffolding, technological scaffolding, pupils’ technological skills, independent learning, learning by doing, and the opportunity to make connections, express ideas and report discoveries. The study illustrates that digital inquiry-based science learning is well-suited for practice in primary schools, enhancing both teachers’ pedagogical approaches and pupils’ conceptual understanding.
Abstract
This article inquires into participatory researchers’ ‘representational’ practices in relation to sharing power with minority participants through collaborative video-making processes. The author argues that there is a limit to attaining such a political and ethical end because a ‘representational’ logic seemingly operates as the theoretical and methodological underpinning for participatory video, which undercuts its ability to represent the voices of collaborators. This article takes into account Shannon Walsh’s (2014) emphasis that “if participatory video is to be a significant method within a project for social change, we must push its limits, and its politics” (p. 140). This article does so by drawing on a ‘non-representational’ approach (Vannini, 2015) and the concept of ‘transgressive voices’ (Jackson & Mazzei, 2009). The author discusses his experience with Deleuze-inspired ‘minor video-making’ as a relational and affective practice in which participants, tangible and intangible research objects and environments, and the researcher himself became relationally entangled to falsify any predetermined essentialized identity and to compose a powerful new body. In the unfolding of transgressive voices in the specific liminal space or moments during the minor video-making, the author ‘intensively and immanently reads’ (Masny & Cole, 2012) the entanglements during storyboarding, rehearsing, shooting, and editing.
Abstract
This article presents findings from the document analysis of science, technology, engineering, and mathematics (STEM) lesson plans written and enacted in Southeast Asian classrooms aimed at providing integrative learning experiences for students. The authors argue that the culture of STEM education is embodied in teacher-designed STEM lesson plans or cultural apparatuses. The authors applied Sewell’s theory of culture to unpack the cultural embodiments (physical and abstract elements) embedded in six STEM lesson plans comprising lesson schedules, worksheets, and handouts. The findings showed that certain categories of culture were more evident in specific components of a STEM lesson package. The article contributes to the relatively nascent literature that, to date, has not closely examined teacher-designed integrated STEM curricula using a cultural lens. The study also has implications for STEM teachers to consider making cultural embodiments and practices more visible during their lesson planning and framing of STEM curriculum.
Abstract
Despite the increasing attention for STEM, a gap of knowledge still exists concerning: a) the views of teachers coming from S-T-E-M backgrounds on integrated STEM education, b) the ways teachers conceptualise STEM, and c) collaboration trends between S-T-E-M experts. In attempting to address this gap, the authors aimed to respond to these questions in the context of a STEM professional development programme in Europe, where 26 in-service teachers were divided into four learning communities and engaged in developing STEM teaching materials. Data were collected through individual interviews which were analysed through qualitative content analysis. Teachers’ views were explored using Bronfenbrenner’s bioecological model, whereas teachers’ justifications on integration models were analysed for the purpose of examining their conceptualisations on integration. Collaboration trends were derived from teachers’ collaboration preferences. Teachers considered that there are systemic factors impeding the implementation of STEM, while teachers emphasised the engineering design cycle, content integration and real-world relevance in their integration models. Collaboration trends highlighted technological expertise as well as having prior STEM experience. Drawn from these findings, the authors offer a set of recommendations about the development of cross-disciplinary collaboration groups in order to help overcome disciplinary barriers.