Documents found
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3641.More information
This article explores the ongoing issue of bodily security, surveillance, and safety in and around South Korean digital spaces. By focusing on the Nth Room in March 2020, I argue that the rapid growth of digital and cloud-based technologies exacerbates social and political issues in Korea. I use an interdisciplinary methodological approach to critical gender and sexuality studies, data feminism, and Korean feminist scholarship to interrogate the relationship between transnational digital technologies, the deep-seated roots of patriarchy, and the contemporary anti-feminist backlash and conservative political landscape in South Korea. I argue that the cloud-based servers of instant messaging group chats pose a particular case that illustrates the challenges feminist activists face around digital sex crimes and surveillance in South Korea and transnationally.
Keywords: digital sexual violence, violence sexuelle numérique, digital technologies, technologies numériques, feminism, féminisme, Corée du Sud, South Korea, surveillance et sécurité, surveillance and security, violence sexuelle facilitée par la technologie, technology-facilitated sexual violence
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3642.More information
Monitoring technologies are increasingly used in schools to track students’ digital activity—including web browsing, app use, and more—and can even follow them beyond the physical schoolhouse gates. Informed by interviews with twenty-two US-based teachers, we propose a theory of “algorithmic theater” that captures the negotiated role these technologies play as instruments of schooling and state control. This theory situates the relationship among labor, performativity, infrastructure, and audience in the production of an algorithmic script, much as a theater company employs those elements in producing a play. We use algorithmic theater to frame the teachers’ statements about these technologies and to disentangle the coordinated and contested narratives about algorithmic omniscience, efficiency, and care from the material realities of the classroom. For example, while tracking technologies are often marketed as omniscient, students can successfully resist and evade the tools. These technologies elicit strong beliefs among teachers: some feel assured by a cheating-proof, distraction-free learning environment; others are concerned about the extreme nature of the monitoring. But all of the teachers who used the tools experienced a reconfiguring of the school environment to make space for algorithms that changed the nature of deviance, productivity, and accountability. Drawing on literature of surveillance and performativity, we argue that school tracking regimes employing monitoring tools harbor constrictive views of teachers and students’ capacities, as the biases encoded within these tools promote the othering and disciplining of non-normative behaviors related to movement, self-expression, exploration, learning, and creativity. Ultimately, we contend that tracking technologies exceed a necessary level of surveillance in schools while covertly promoting racist and ableist socio-technical arrangements.
Keywords: Student Activity Monitoring Software, Algorithmic Surveillance, Artificial Intelligence, teachers, resistance, performativity, schools
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3643.More information
This paper proposes and assesses a replicable game (co)design technique to encourage social perspective taking in the higher education classroom. Fully embracing the potential of research creation approaches, this discursive game design methodology approaches games as mediators of knowledge, emphasising the process of (re)creating, modifying, and comparing different game iterations. The paper reports on two classroom exercises that draw inspiration from Dungeons & Dragons and the Checkered Game of Life to foster perspective taking across different “learner personas” and different world views. Finally, this paper discusses how notating game modifications affords continuous game-based dialogue across student generations.
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3644.More information
Context: Rates of traumatization among residential child welfare professionals are alarmingly high. The well-being of these professionals is associated both with their intention to stay in their jobs and outcomes of children in their care. Several risk factors threaten the well-being of child welfare professionals, including primary and secondary exposure to experiences with the potential to provoke posttraumatic stress reactions. Objectives: This manuscript details experiences empirically shown to have potential negative impacts on professional well-being, discusses why these impacts are of particular concern for residential childcare workers, and describes the types of organizational cultures and climates that appear to mitigate these negative impacts. Implications: Trauma-informed care at the organizational level is proposed both as a means to reduce harm to child-welfare professionals and promote the rehabilitation of children within the child welfare system.
Keywords: residential childcare workers, secondary traumatic stress, trauma-informed care, child welfare, educators
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3646.More information
Despite the contributions that postmodernism has made to teaching and learning in the computer age, several scholars and practitioners in education persist in proclaiming its demise or death. This philosophical survey challenges this argument by recalibrating Jacques Derrida’s and Jean-François Lyotard’s contributions to postmodern thought as complementary meditations on the simultaneity of differences. With this reset in mind, one discovers that the evidence critics use to substantiate the end of postmodernism in education is often tenuous and paradoxical. In fact, the simultaneity and indeterminacy at the core of postmodern thinking make it indispensable in contemporary debates on the dichotomy between human and non-human entities, especially as artificial intelligence and robots become increasingly efficient partners and rivals in our classrooms and workplaces. While robot slavery has been introduced as a resolution to the binary opposition between humans and non-humans, postmodernism reminds us that this remedy is contentious and not new. Before robots such as Figure 02 and Mobile ALOHA, there was Rastus Robot, a technological innovation that courts the idea of a black mechanical slave. This study reveals how postmodernism and technological advancements continue to inform our conversations about education and trouble the border between humans and the robot slaves of tomorrow.
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3647.More information
Since the COVID-19 pandemic, the demand for flexible, online learning models has increased in postsecondary education. The HyFlex approach, where students can attend class online or in-person, has emerged as one popular option. However, there remains limited research on implementing HyFlex in non-lecture undergraduate learning environments. This study investigated the affordances and challenges of HyFlex in non-lecture settings through the lens of the Community of Inquiry framework. Using a participatory action research design, data were collected from instructor-researcher field notes, video debriefs, and student interviews. A thematic analysis revealed that flexibility is the main affordance of the HyFlex model. Significant challenges emerged with attaining mode neutrality and managing technological issues related to audio and video quality. Practical implications include providing institutional support in the form of enhanced technical infrastructure and training for instructors. Limitations to the study include a small sample size, demographic homogeneity, self-report data, and a limited focus on learning outcomes. Future research approaches are offered to address challenges in HyFlex design.
Keywords: enseignement supérieur, higher education, hybride, hybrid, HyFlex, comodal, apprentissage en ligne, online learning, technologie, technology
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3648.More information
This research study examines various factors that influence the effectiveness of online learning and students’ interest in applying technology in learning for secondary schools in Hong Kong. Confirmatory Factor Analysis confirmed the questionnaire developed for this study, demonstrating reliability and validity in measuring five factors: family support, students’ engagement, perceived online learning effectiveness, satisfaction with the online learning experience, and students’ interest in using technology in the future. Structural Equation Modeling was utilized to test the hypotheses. The findings confirmed that family support and students’ engagement have a positive effect on students’ perceived online-learning effectiveness, satisfaction with online learning, and interest in using technology in future studies. This research sheds light on the crucial effects of family support and students’ engagement on learning effectiveness and students’ satisfaction with online learning. Educators and policymakers can make informed decisions to optimize and enhance students’ online learning effectiveness, and apply these insights to future educational applications.
Keywords: Family Support, Engagement, Online Learning Effectiveness, Satisfaction, Educational Technology
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3649.
Innovative Approaches in Statistics Education: The Role of Technology Explored through Meta-Analysis
More informationThis meta-analysis examines the impact of technology in statistics learning, comparing experimental and control groups across 34 studies, resulting in 55 effect sizes. The random effects model revealed a significant standardized mean difference (gRE = 0.50, 95% CI [0.35, 0.64], p < 0.01), indicating a positive effect of using technology in statistics courses. Heterogeneity was high (I² = 94.3%), and publication bias was initially detected; however, it was addressed by removing 21 outlier studies. The analysis revealed no significant differences based on country; however, technology type had a significant effect. These findings suggest improved student outcomes, warranting further investigation.
Keywords: Statistics Education, Technology, Meta Analysis
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3650.More information
A mixed methods design was employed to study students’ self-regulation of e-learning to understand the phenomenon of the digital divide. Quantitative data consisting of the perceptions of comprehensive school students (N=29,863) on self-regulated learning (SRL) and equal access to digital devices were analyzed to identify subgroups. Qualitative data on e-learning experiences (n=13,310) were then analyzed according to their subgroups. The results indicated equal access to devices but strongly divided e-learning experiences between students. Those assessed as having the highest SRL (31%) provided remarkably detailed descriptions of how they developed new learning strategies, metacognitive, and digital skills during e-learning. In contrast, students belonging to the lowest SRL group (21%) expressed divided experiences; half of them claimed not to have learned anything. These students were often left without parental support. The current study provides empirical evidence of the digital divide and its realization during the pandemic, leading to deviant poor learning experiences for students with low SRL skills. Therefore, in the future, schools should create structures to recognize students who require support and ensure equal opportunities for meaningful e-learning.
Keywords: e-learning, apprentissage en ligne, apprentissage autorégulé, self-regulated learning, fracture numérique, digital divide, méthode mixte, mixed methods, compulsory education, enseignement obligatoire