Documents found
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3601.More information
The widespread surveillance of everyday family life poses threats to parents’ and children’s right to privacy. Even though considerable research on privacy in families with young children exists, more evidence on the interplay between contextual factors and privacy issues is needed to enrich our understanding of privacy as grounded in everyday family life. To this aim, this paper conceptualises privacy as a situated and emergent phenomenon related to family cultures, socioeconomic background, technological imaginaries, and other significant markers of everyday family life. Drawing on qualitative data from a longitudinal research project with parents of children aged zero to eight, the study shows that privacy risks and threats are mostly associated with the interpersonal context; corporate and institutional surveillance are naturalised within notions of convenience or resignation to big-tech corporations. As technological and surveillance imaginaries influence such a complex web of privacy dynamics, this paper advocates for a situated and contextual approach to family privacy and surveillance in times of datafication.
Keywords: privacy, family, young children, institutional surveillance, datafication, Italy
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3602.More information
This quantitative study investigated teachers’ self-efficacy for teaching online compared to teaching in-person during the COVID-19 pandemic. Teacher self-efficacy is a significant predictor of both teacher practice and student outcomes. During the pandemic, teachers were forced to suddenly shift their teaching online and as a result, many new challenges were faced. Teachers from three teaching contexts (public, private, and virtual public schools) in Ontario, Canada completed the Ohio State Teacher Efficacy Scale (OSTES) and questionnaires measuring online teaching experience and training in May–June 2020 (phase 1) and again one year later, in May–June 2021 (phase 2). Results indicated that while the perceived self-efficacy of teachers improved over the course of the study, specifically in classroom management and student engagement, their perceived self-efficacy did not reach the levels reported for self-efficacy for in-person teaching, highlighting the persisting limitations educators experience in online learning environments. Additionally, efficacy for instructional strategies had not significantly increased by phase 2, indicating a particular need of targeted instruction for future teacher education programs. These results offer insights into the kind of experience and tools teacher education programs can extend to enhance teacher preparedness, and the conditions that best encourage improvements in self-efficacy for in-service teachers.
Keywords: COVID-19, Online Teaching, développement professionnel, COVID-19., efficacité de l’enseignement, professional development, teaching efficacy, enseignement en ligne
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3603.More information
This study explored the changes in routine and the social and emotional impacts experienced by families of children with parent-reported learning differences or disabilities (“disabilities”) due to mandatory school closures during COVID-19 in Québec, Canada. A questionnaire was used to compare the family routines of 20 participants before and after the school closures. The study’s findings highlight an overall concern regarding outcomes of long-term school closures. Family routines after the school closures included increased technology usage, decreased socialization, a cease or decline of extracurriculars and therapies, and an increase in symptoms of depression and anxiety among this cohort. The authors suggest enhanced support services, including psychosocial services and financial aid, to mitigate potential negative outcomes.
Keywords: COVID-19, fermeture des écoles, COVID-19, family routines, routines familiales, learning differences, disability, différences d’apprentissage, stress, school closures, résilience, études sur le handicap
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3604.More information
This article offers a sociological perspective on the discourses and strategies of restaurant managers when dealing with the new generation of workers in the post COVID era. The article is based on an analysis of interviews conducted with managers from various segments of the restaurant industry in the urban region of Montreal. The managers interviewed agree that the new generation of workers is much less willing to accept the employment and labour norms experienced by previous generations. We show that, in response to the widespread use of negotiation and the risk of employee turnover, managers are developing strategies to foster loyalty among young employees. These strategies differ depending on the professional world in which their establishments operate: the world of craftsmanship, the world of sales, and the world of conviviality.
Keywords: Restaurant industry, Restauration, Covid-19, COVID-19, Jeunesse, Youth, Flexibility, Flexibilité, Retention strategies, Stratégies de rétention, Québec, Quebec
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3605.More information
Utilizing a mixed-method approach, this research aims to evaluate algorithmic literacy among students at the University of Sarajevo - Faculty of Political Sciences and the Faculty of Philosophy (BIH), and to assess the possibilities for improving existing practices of media and information literacy (MIL) integration. The central research question investigates how current MIL educational strategies influence students' awareness and understanding of the roles algorithms play in the digital transformation of a society striving for sustainable development. Therefore, the study encompasses a descriptive method of holistic approach elements: strategic documents, MIL book edition and MOOC modules. Subsequently, a thematic analysis of ten qualitative interviews with students further explores their experiences, attitudes, and perceptions regarding information, media, and algorithms. The research results offer insights into the potential of MIL education to support algorithmic literacy and its potential contribution to sustainable development, particularly focusing on SDG 4 - Quality Education. By aligning its findings with the objectives of a universally applicable goal, this study not only addresses the context of algorithmic literacy as an integral component of quality education but also serves as a step towards advancing the interconnectedness of open education and artificial intelligence.
Keywords: Bosnia and Herzegovina, media and information literacy, algorithmic literacy, university education, holistic approach
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3606.More information
This research paper aims to analyze the perspectives of a selection of Jordanian women between the ages of 20 and 50 on social justice and explore if ingrained gender discrimination prevents women from attaining equality in Jordan. It tries to pinpoint the factors that hinder or motivate women to pursue social justice in Jordan while identifying their views on the existing opportunities and barriers to achieving social justice. Results reveal that the profoundly ingrained dynamics of the Jordanian social structure—culture, socialization, and gender discrimination—play an integral part in preventing women from attaining social justice in Jordan. Moreover, the results show that collaboration between women and their political representatives in society is a must for fostering social justice in Jordan; it is not enough to rely only on providing a good education for women.
Keywords: culture, culture, social change, changement social, social justice, justice sociale, patriarchy, patriarcat, violence, violence
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3607.More information
Keywords: perceptions, culture des jeunes, enseignement des arts au secondaire, stratégies pédagogiques d’intégration à l’enseignement
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3608.More information
In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students’ autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants’ perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students’ autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs.
Keywords: AI-powered applications, ChatGPT, students' autonomy, online classes, students' perceptions
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3609.
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3610.More information
Effective implementation of a new curriculum requires investment in curriculum leaders, educator capacity-building, and resources. In their most recent curriculum releases, the Ontario Ministry of Education has failed to effectively support curriculum implementation (Office of the Auditor General for Ontario, 2020). Using a mixed-methods online survey, this study investigates the initial implementation of the Ontario Language Curriculum 2023 as perceived by Ontario educators. Research suggests that the Ministry of Education failed to adequately equip Ontario’s educators with professional development and resources in the initial implementation phase. Furthermore, it suggests strategies that can bolster implementation moving forward.
Keywords: Ontario, language curriculum, implementation, resources