Documents found
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3631.More information
As teacher education can help communities transition to sustainable, just ways of being, this study reports on the development of, and research on, a national E-course for preservice teachers focused on Environmental and Sustainability Education (ESE). This collaborative initiative brought together academics, community educators, and K-12 teachers to offer participatory, locally-relevant online ESE learning. By facilitating learning centred on concepts of indigenization, ecojustice, and place-based learning, the E-course aimed to ensure equitable access to ESE for preservice teachers across Canada. We ask, what are participants’ experiences and the impact of their involvement in this E-course? Using a socio-critical lens, the authors draw on survey data to report on the outcomes of the E-course. We hope that it may serve as a new model for online ESE for preservice teacher education, and more broadly highlight the capacity for building understanding about ecojustice education and community connections through virtual learning spaces.
Keywords: preservice teacher education, virtual learning, national E-course, ecojustice education, community-based inquiry
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3632.More information
Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collected through semi-structured interviews and document analysis, involving 23 participants selected through purposive and theoretical sampling. Data analysis was performed using MAXQDA (Version 2020) software. The results revealed six key strategies categorized into teacher-related, institution-related, and organization-related. A co-constructed theoretical framework illustrates the roles of various stakeholders in EdTech integration, underpinned by ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology. Credibility was ensured through a member-checking survey. The study advocates for further quantitative research to evaluate the correlation between strategies and educational technology integration outcomes, with replication across diverse contexts and stakeholders.
Keywords: Ethiopia, Éthiopie, théorie constructiviste ancrée, constructivist grounded theory, educational technology, technologie éducative, formation des personnes enseignantes, teacher education, stratégies, strategies
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3633.More information
This article presents the qualitative complement to Pizarro Milian and Zarifa’s (2021) analysis of Canadian quantitative research on student transfer and mobility. Drawing on 75 qualitative peer-reviewed articles and institutional reports published between 1991 and 2022, we summarize the main findings and outline the data and methodological gaps in the literature. To strengthen the rigour and broaden the applicability of Canadian qualitative research on student mobility, we emphasize the need to employ a variety of methodological strategies, including multi-site, comparative, and longitudinal qualitative research.
Keywords: transfert, transfer, student mobility, mobilité étudiante, qualitative methods, méthodes qualitatives, post-secondary, enseignement postsecondaire, higher education, enseignement supérieur
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3634.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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3635.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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3636.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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3637.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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3639.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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3640.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