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Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Dilemmas, Challenges, Advancements and Innovations
The authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized.
Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.
Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.
Dilemmas, Challenges, Advancements and Innovations
The authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized.
Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.
Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.
A Global Affair
Volume Editor:
Arts Education: A Global Affair highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to the changes in arts education practices as a consequence of the global pandemic and its ongoing variants. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, COVID-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This volume highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to this new reality in education.
A Global Affair
Volume Editor:
Arts Education: A Global Affair highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to the changes in arts education practices as a consequence of the global pandemic and its ongoing variants. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, COVID-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This volume highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to this new reality in education.
Abstract
The benefits of higher education include increased employment rates, higher average salaries; increased social status and typically better economic security. If university-participation is to increase, understanding students’ university motivations in the 21st century is crucial. Poorly targeted stakeholder interventions are less likely to result in desired change and at the same time cost relatively large sums of money. The purpose of this article is to further our understanding of the psychosocial predictors of students’ intentions to enrol at university. Using an extended Theory of Planned Behaviour model, 252 Year 12 students from Victoria, Australia completed a self-report survey questionnaire. The results indicated that attitude and subjective norm were significant predictors of students’ university intentions. Collectively, these results have both practical implications for how stakeholders promote university participation and theoretical consequences for how researchers predict students’ intentions. The findings of this study can be used to inform policies or interventions associated with students’ participation in higher education.
Abstract
In this chapter, we discuss a place-based action research project with neurodiverse young people, support agencies, governments and businesses in Melbourne’s Outer Northern Suburbs. The aims of the project included developing young people’s capabilities in Co-Design for Diversity and Inclusion, evaluating their progress in a series of capability and capacity-building milestone meetings, and awarding, if appropriate, a community based micro-credential. In identifying and analysing the educational innovation promised by this approach, we discuss how we created and captured shared social, cultural, and economic value for them and their community.
Abstract
This chapter reports on the experiences of two Victorian upper secondary school teachers utilising Computer Algebra System (CAS) technology in the mathematics classroom. Data were collected using semi-structured interviews and classroom observations. A thematic analysis was then conducted to identify key themes which emerged from the data. The results focus on each teacher’s perceptions of CAS calculator usage in mathematics education, their pedagogical approaches when utilising this technology in the classroom, and the difficulties they encountered. This chapter provides insights into how CAS integration has been conceptualised for 21st century learners and the educational challenges which may arise.
Abstract
The quality of educational services that prospective teachers receive during their initial training is at the crux of the educational community’s concern and is a critical component of the Quality of Education in the 21st century. This is due to the positive relationship between the quality of their training and their future professional effectiveness. As the world continues to evolve and become more complex, the skills and knowledge required for success are changing rapidly. Therefore, education systems must adapt to ensure that students are prepared to meet these challenges. This adaptation requires ongoing monitoring and evaluation of the quality of services provided to prospective teachers by educational institutions during their initial training.
This chapter presents a new measurement scale (EppekQual) developed to measure the service quality of teacher-training programs. EppekQual is a 34-item scale consisting of six subscales measuring six educational quality dimensions (Administrative Services, Learning Outcomes, Curriculum, Support Services & Facilities, Teaching Process, and Academic Staff). The EppekQual scale measures educational quality and assesses students’ perceptions of their learning experiences. It can address the challenges of Education in the 21st century by providing valuable insights into student perceptions of the Quality of their Education, which can serve as the basis for efforts to improve educational practices and outcomes. The EppekQual scale constitutes a tool for managers of educational institutions to design and efficiently implement specialised teacher-training programs successfully.
Abstract
The 21st century has seen greater emphasis upon ‘real world’ learning and employment-related practicum embedded into university programmes. A practicum or Work Integrated Learning (WIL) placement has the potential to strengthen undergraduate employability and to enable informed career decision making. The strengthening of students’ work readiness and future employment opportunities through authentic experiential learning has become an important goal of tertiary education institutions worldwide. Recent global skill shortages and competitive challenges have encouraged many universities to mandate such work integrated learning experiences for undergraduates. This study explores the lived experiences of students from low socioeconomic status (SES) backgrounds and the WIL practicum within professional workplaces. Using the lens of a graduate capitals model, specifically the social and cultural capital of the low SES students to examine the data, the findings show that social and cultural capital has a significant impact on low SES students’ WIL placement experience. Specifically a lack of such capital can pose challenges to obtaining and undertaking WIL placement. However, the findings also show that a low SES student’s possession of different forms of capital, such as psychological capital (e.g., resilience, persistence) can also act as an enabler. Outcomes of this research provide a platform for recommendations to inform the development of proactive and targeted strategies that enable low SES students to have the same opportunities to benefit from a WIL placement experience as their peers, and for confident transition into the professional 21st century workplace.
Abstract
Emerging technologies continue to provide educators with pedagogical choices and embedded benefits. The use of 360-degree videos in virtual reality (VR) has capacity to develop professional noticing in teacher education. Pre-service teachers can use 360 videos to showcase immersive contexts and embodied pedagogies, understandings and reflections. New artificial intelligence models and tools such as ChatGTP (Generative Pretrained Transformer), Explainpaper, Jasper chat etc. are increasingly available choices for educators. Yet with choice comes challenges. Some educators and administrators support the benefit and use of emerging technologies such as AI and immersive spaces whilst others ban their use concerned with cheating and plagiarism. We are proving to respond to technology with technology by using 360 videos by providing alternative perspectives to make learning, assessment, and examination procedures more authentic. Through authentic learning experiences, 360 videos allow pre-service teachers to examine their own video productions, assess their own abilities, and compare them to the level of competence they can meet based on teacher education standards and curriculum syllabi. We explore how 360 videos can be used to enhance the authenticity of preservice teachers’ learning and assessment in today’s world with the increasing demands of artificial intelligence technologies. Through a thematic analysis of the literature, we explored and developed authenticity enhancing strategies that can be used with 360-degree videos in the field of education, especially for teacher education.
Abstract
Studying the Greek and international bibliography, we observe that there is agreement regarding the need and value of lifelong learning and adult education. A process necessary not only for the personal and professional development of individuals, but also for the development and evolution of society in general. One such example is the Second Chance Schools which aim to promote the employment and social integration of (young) people, mainly unskilled people, who have not completed compulsory education and do not have the qualifications and skills required by the labor market. One of the most important issues that arises through the investigation of the operation of Second Chance Schools is the dropout of trainees. The present research deals with the subject of the leakage of trainees. It was conducted in collaboration with the Educational Policy Development Center of the General Confederation of Greek Workers in the period of May/June 2020 by a research team of 8 researchers and 3 supervisors in all Second Chance Schools in the Greek territory. Through the processing of the data, the maximum importance of the economic factor is established as the primary obstacle in school attendance that advocates its interruption, but without being the only reason