Classroom Resources Research Articles

La brecha digital de género y enseñanza de los riesgos naturales en la formación del profesorado de Ciencias Sociales

The current hyper-technified context points to the need to have digital competences, which train the citizens of the 21st century. For this purpose, it becomes essential to train future teachers in methodologies that take into account the correct inclusion of information and communication technologies in their classrooms. In the area of social sciences, together with digital competences, there is a need for training in content related to natural hazards, which provides the population with resources and knowledge in the face of catastrophes of this type. The purpose of this work is to show the perception that teachers in training have in relation to their digital lite- racy and their knowledge to teach natural hazards with technology. An exploratory and descriptive methodology has been used based on a Likert scale questionnaire. The sample is made up of 224 Primary Education degree and Secondary Education master’s students from two Spanish universities. The results indicate that there is little use of ICT during the training stage of future teachers. Likewise, the data show a lack of knowledge of the application of GIS and GIT resources in school classrooms and the perception of little training in these tools to prepare specific tasks that address content related to natural hazards. On the contrary, there is a positive opinion about the importance of training in these resources for teaching territorial problems such as floods.

The role of the natural history museum in promoting word learning for young children

AbstractAlthough strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four‐ to five‐year‐olds children (81‐M, 71‐F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.

A Case Study of Virtual Kindergarten Teachers in Technology-Enhanced Classrooms

With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or resources FDK educators are currently implementing, 4) how educators used the tools or resources to document play-based learning virtually, 5) and what do educators need to integrate technology into their virtual pedagogical practices effectively. Using semi-structured interviews from 11 early childhood educators and one teacher-researcher from virtual kindergarten classrooms in Ontario, Canada, a thematic content analysis from the typed transcripts and reflective notes was adopted to generate emerging themes. The findings demonstrated that 1) educators had a similar positive attitude towards technology in kindergarten as in other countries worldwide, 2) the benefits and challenges of virtual teaching and learning, 3) update on what types of technological devices and resources educators especially in the virtual milieu, are using, 4) and ways to support successful technology integration into virtual pedagogical practices. The findings from this study, in conjunction with other current research, provide practical recommendations for virtual kindergarten educators, parents, school boards, and policymakers.

A balanced allocation method of learning resources in smart classroom based on regional clustering

A balanced allocation method of learning resources in smart classroom based on regional clustering

The impact of virgin lands development on the organization of medical education (on the example of the Tselinograd Medical Institute, 1964–1965)

The article presents the results of historical and medical research, revealing the impact of virgin and fallow lands development in Kazakhstan on the opening of a medical institute in Tselinograd in 1964. The analysis of the documents shows that the resettlement of a large number of people to the virgin land development has generated a complex of problems, primarily related to the shortage of medical workers in the Tselinny Krai. The development of the institute was slow, despite the help of the state. In general, the authors came to the conclusion that the work of state bodies on the opening of a medical institute, the creation of teaching staff and the establishment of the educational process has led to positive results. At the same time, the analysis showed that the shortage of classroom resources, understaffing of teaching staff, weak methodological base required further practical research by health and education authorities.

Teachers' Perspectives on Translanguaging as a Pedagogical Resource in Senior High School English Classes

Translanguaging has been documented in previous research as a pedagogical resource in language classrooms. However, the monolinguistic culture prevents the leveraging of this resource in language learning. In addition, despite the extensive research on translanguaging, its use as a pedagogical resource is limited, particularly in the Philippine context. This study explores teachers’ perspectives on translanguaging in Senior High School subjects where English is the medium of instruction. Findings from focus group discussions reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, meaning-making, and problem-solving. This study concludes with implications for policymakers and language teachers who believe only English will help language learning.

Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District

The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as instruments to obtain data which was analyzed thematically. The study established that while school heads had positive attitude toward inclusive education, teachers had a limited understanding of what inclusive education actually is as they considered it as simply combining disabled learners in the mainstream classes. Teachers had negative attitude toward inclusive education as they believe that having a mixture of students with behavioral challenges and learning disabilities makes the class not easily manageable. Based on the conclusions, it is recommended that the government should conduct capacity building seminars and workshops in which teachers can gain knowledge and appropriate skills on how to have challenged learners included in the mainstream classrooms. Finally, administration of schools need to ensure availability of appropriate teaching and learning resources for inclusive classrooms so that learners of various kinds may be met at the points of their needs during the teaching and learning sessions in the mainstream classrooms.

Integrating Green Chemistry into Chemistry Education

AbstractFull integration of green chemistry into the undergraduate curriculum is a necessity to prepare our students for a sustainable future. We discuss the reasons for the need to change the curriculum, the institutions in North America, Europe, and Asia that are leading the way towards integration with classroom resources, and the published textbooks that are currently available for both classroom and laboratory. We plead for more time for hard‐pressed college professors to revamp the curriculum, and for these efforts to be valued. We feel compelled by the urgency of this need to implore the chemistry education community to participate in these efforts now.

Integrating Green Chemistry into Chemistry Education.

Full integration of green chemistry into the undergraduate curriculum is a necessity to prepare our students for a sustainable future. We discuss the reasons for the need to change the curriculum, the institutions in North America, Europe, and Asia that are leading the way towards integration with classroom resources, and the published textbooks that are currently available for both classroom and laboratory. We plead for more time for hard-pressed college professors to revamp the curriculum, and for these efforts to be valued. We feel compelled by the urgency of this need to implore the chemistry education community to participate in these efforts now.

An Analysis on the Effectiveness of ICT Integration In Learning in Higher Education Institutions in Covid-19 Era

ICT is utilized extensively in education for several reasons, one of which is that it improves the effectiveness of teaching techniques for both teachers and pupils. ICT integration in education is most often used to describe a technologically oriented teaching and learning process that is closely related to the usage of educational resources in classrooms. Even in the face of unforeseen setbacks like the Covid-19 epidemic, teaching and learning may go on using information and communication technologies (ICT). Instead of being completed in a single phase, ICT adoption is a continuous process that fully supports teaching, learning, and information resources. The purpose of this study was to determine how ICT integration impacted classroom instruction in higher education institutions in light of the Covid-19 outbreak. For this inquiry, a mixed-methods methodology was employed. Data were gathered from both primary and supporting sources. The legitimacy and validity of this study were guaranteed by its quantitative methodology, which provided a clear picture of how ICT integration has helped higher education institutions throughout the Covid-19 pandemic. 207 out of the 225 individuals in the study's sample returned their questionnaires, giving it a 92% response rate. The findings show how ICT integration is highly advantageous for both teachers and students. Teachers who are well-prepared with ICT tools and resources are one of the critical components in the success of technology-based teaching and learning, according to study. According to the results, 50% of respondents thought ICT was very effective, giving it a grade of 75%; 34.4% gave it a rating of 50%; and 15.6% gave it a rating of 25%. Less users accessing the online learning, a lack of ICT resources (9.4%), a lack of internet connections (28.1%), and a lack of online teaching resources (12.5%) were among the challenges faced by 50% of the participants. The researcher's findings indicate that for teachers and students to get the most from ICT adoption, the first phase must be effective. The researchers recommend that the ICT infrastructure at the universities be updated. Plans for addressing any economic issues that colleges and universities may be facing should be developed by the management. ICT equipment may be exempted from taxation or subject to reduced taxation under certain policies, increasing accessibility. Government incentives could also be provided to service providers to increase the scope of their network.

Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health

It is widely recognized that the most effective student mental health interventions, tools, and resources are those that are solidly grounded in theory, evidence, and practice. But developing interventions in this way can be a time-consuming, challenging process. This article describes the process of developing a classroom resource to build social emotional learning skills among high school students in Ontario. The resource was informed by the latest research evidence while also being sensitive to the implementation context and needs of educators and students. In creating, evaluating, and revising these resources over several years, lessons have emerged about what it takes to navigate inherent challenges, balance competing needs and priorities, and ultimately develop an intervention that is both evidence-informed and implementation sensitive. Flexible funding, effective partnerships, and a commitment to contextual responsivity are key.

Science teachers’ interactions with resources for formative assessment purposes

Using a case-study approach, we aim to understand how teachers interact with both analogue and digital resources in the science classroom for formative assessment (FA) purposes and their justifications for such interactions. The study was conducted in the context of a European Union project on FA in science and mathematics education. The case involved two Norwegian primary school teachers teaching their grades 5 and 7 students a series of science lessons on the topic “how to prevent microorganisms from spreading.” The data set consisted of lesson plans, classroom observations, pre- and post-interviews conducted with teachers, student tasks, post-interviews with students, and student work. We identified eight analogue and digital resources, which were used to employ five FA strategies. The strategies that were most commonly used related to “engineering effective classroom discussions” that elicited evidence of student understanding and “activating students” as autonomous learners and peer instructors. The teachers’ rationales for using the selected resources were mainly connected to their effectiveness, practicality, and relevance. Teacher interactions with the selected resources are described, and educational implications are discussed.

Use of information and communication technologies in mathematics education lecturers: Implications for preservice teachers

The availability and use of educational resources in classrooms has increased remarkably; however, preservice teachers graduate from initial teacher education institutions (ITEIs) and join the profession without the skills for teaching in these new learning environments. This qualitative study was conducted in four South African public ITEIs. It is aimed at examining mathematics lecturers’ integration of information and communication technologies (ICTs) into teaching and its implications for preservice teachers’ readiness to teach in contemporary classrooms. Individual interviews were conducted with 12 mathematics education lecturers and 20 fourth-year students in five focus groups. The findings revealed that whilst the lecturers had some knowledge of how to teach with digital technologies in lecture rooms, they did not model specialised mathematics teaching skills to their students. Informed by activity theory, this study identified institutional gaps in the implementation of digital technologies for teaching. Institutions seemed to view access to technology as sufficient for effective use by lecturers. Initial teacher education institutions should therefore establish and regulate structures that equip and support lecturers with desired ICT pedagogical skills if preservice teachers are to be prepared for the modern classrooms.Transdisciplinarity Contribution: This research contributes to literature on the use of ICTs in Initial Teacher Education. Although it focuses on Mathematics Education, its findings demonstrate the importance of Professional Development if the Scholarship of Teaching and Learning (SoTL) of lecturers in these institutions will adequately prepare preservice teachers for the modern classroom.

The Power of the Brush: Epistolary Practices in Chosŏn Korea

The Power of the Brush: Epistolary Practices in Chosŏn Korea

Teaching Practices for Students with Hearing Impairment in South Punjab: A Dilemma

This study was conducted to identify teaching practices being used in schools of South Punjab for students with hearing impairment. The study focused on the needs of students with hearing impairment, their educational objectives being fulfilled with current teaching practices and number of students with hearing impairment in classroom. A representative sample of 120 teachers were randomly selected from the population. The data was collected through questionnaire from the teachers of children with hearing impairment. Current teaching practices being used in the schools of south Punjab are unable to fulfil the needs of students as well as the educational objectives. Sign language experts, record keeper, multimedia, communication assistive devices, hearing aids and sound field system (SFS) are the needed resources in classrooms for students with hearing impairment. It was also concluded that effective teaching practices and maximum use of available resources are necessary elements to meet the educational needs of students with hearing impairments. It is recommended that Teachers and professionals should have expertise in sign language for impressive communication.

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Purpose The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project. Findings The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.

How literacy resources contribute to a gender inclusive classroom

The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for children to explore and express gender identities. One way that gender-inclusive classrooms can be achieved is through children’s literature, which can result in less bullying at school and higher self-esteem in gender-diverse children. The research question for this study is: what are New Zealand primary school teachers’ understandings of how literacy resources contribute to gender-inclusive classrooms? Semi-structured interviews were used to gather qualitative data to answer this question. Data were analysed through a thematic approach and revealed a need for professional development for primary school teachers in Aotearoa to confidently incorporate gender-inclusive and queer literacy resources for a gender-inclusive classroom.

Impact of Collaborative Problem Solving on Youth Social Entrepreneurial Intention

Abstract: Social Entrepreneurship has been recognised as a means of improving the welfare and quality of life for marginalised and neglected communities around the world. Social entrepreneurs apply entrepreneurial approaches to identify problems; create solutions and marshal the necessary resources to form social ventures. To meet an increased demand for socially driven entrepreneurs we need to increase the supply of citizens armed with the competencies and desires to address future social issues. Society’s capacity to solve both social and economic problems can be augmented through the implementation of carefully designed, multidisciplinary educational programmes in second level education.
 This paper presents the findings of the theoretically informed Design Thinking process, that sought to explore how adolescent learners develop shared meaning through collaborative, social interactions centered around solving localised societal challenges. This pedagogical approach, informed by a social constructionist paradigm, required students to collaborate in teams for the creation of an artefact that addressed the sustainable transport needs of their community. The study employed a mixed methods data collection strategy that included both the student and the teacher voice. Data sources included interviews, questionnaires, lesson evaluations and classroom resources. Results from the Social Entrepreneurship Pilot Programme conducted with a teacher and 20 students in small rural post-primary school revealed that social learning is an effective approach to increasing Social Entrepreneurial Intention, 47% of students would consider starting a social venture with their group. Collaborative approaches to problem solving proved an effective means of enhancing student efficacy, empathy, and engagement. 82% of students reported confidence in solving social problems in groups but students reported a decline Social Entrepreneurial Self-Efficacy – indicating collaborative learning works better to increase Perceived Collective-Efficacy. It is anticipated that the research will be of interest to those involved in the delivery of Social Entrepreneurship education and applied research within this field.

Improving oral communication skills of English learners with voice messages and short videos

University students face the challenge of communicating in a foreign language while speaking. This is perceived as one of the most complex skills to develop. The lack of opportunities to interact in the target language, in and out of the English classrooms, prevents students from acquiring fluency and confidence. This study examines the development of students' oral communication skills of Level B1 (Pre-Intermediate level of the Common European Framework of Reference for Languages) of English as a Foreign Language (EFL) using the WhatsApp applications. Forty–five EFL learners aged 18-25 from a language center at a university in Ecuador performed exercises using voice messages and short videos as part of their course planned activities. The data collection method consisted of surveys and interviews with the participants and their teacher’s observations. Data were analyzed using descriptive statistics and cross-tabulation accordingly. Analysis of the data evidenced that short videos were far more effective than voice messaging in improving the participants' oral communication skills. Other benefits were the improvement of grammar and pronunciation observed in the learners' voice messages, with the consequent improvement of their speaking fluency. It can be said that the participants' overall oral communication skills developed with the use of the WhatsApp application in this study. Therefore, the authors recommend exploring the application of technological resources in the EFL classroom.

Professional development partnership between urban middle school science teachers and informal science institutions

ABSTRACT Background This study explored science teachers’ participation in a professional development partnership with informal science institutions (ISIs) designed for urban middle school science teachers, known as the Urban Advantage Science Initiative. The teacher training involved a whole school focused approach, providing teaching strategies, collaborative situated experiences, and specific classroom resources for implementing and guiding science explorations both at ISIs and in the formal classroom. The conceptual framework for the study incorporated a situated perspective model with situated, social, and distributed cognition. Purpose This long-term situated learning model engaged teachers in over 100 hours of training over five years, with an option to continue in select educational activities in subsequent years. Training was held at eight ISIs in New York City. The purpose of the study was to analyze impacts on teachers’ pedagogical philosophies and practices. Sample The ways teachers translated program principles into their practice was investigated through interviews with nine teachers and three administrators (N = 12) to provide broadened perspectives. The teacher sample was drawn from a larger group of 253 teachers with at least four years of experience in the program. Design/Methods The data of this phenomenological qualitative study were examined and integrated with the a priori conceptual framework to create an emergent explanatory framework for changing pedagogical practice and teacher motivation through a schoolwide professional development partnership with ISIs. This framework included two major components: 1) improved teacher motivation, and 2) pedagogical change. Results Teacher motivation was heightened because of their situated learning experiences at ISIs, the positive changes in their science pedagogy, and their involvement in a professional community of like-minded science educators. Conclusion As a result of this whole-school focused program that included specific roles for teachers and administrators, the long term, sustained ISI-based professional development model improved teachers’ and administrators’ perceptions of science teaching practices.