School Integration Research Articles

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.

Research on Interdisciplinary Project-Based Teaching in Primary Schools Catalyzed by Digital Intelligence Empowerment

With the rapid development of information technology, digital intelligence empowerment has gradually become an important direction of educational innovation. This paper uses the case analysis method to explore in depth how digital intelligence empowerment and project-based teaching can promote the integration of primary school curricula. Taking the teaching of intelligent patrol cars as an example, this paper analyses the positive role of digital intelligence empowerment in improving teaching effectiveness and cultivating students’ comprehensive ability. The research results show that digital intelligence empowerment not only enriches teaching resources but also optimizes the teaching process. Combined with project-based teaching methods, it can effectively improve students’ interest in learning and performance. This study provides a useful reference and inspiration for the project-based teaching of curriculum integration in primary schools and has certain practical significance and theoretical value for promoting the process of educational informatization.

Scoping Review on Transitions in the Context of Pediatric Palliative Care.

Background: Children with complex and chronic conditions receiving palliative care will likely experience many transitions during their life and their treatments. Transition periods for children with life-limiting conditions and their families can be bewildering and highly anxiety-inducing. However, clinical observations seem to point to a more heterogenous care offer, including a lack or discontinuity of services, at the expense of their quality of life. Objective: This paper aims to establish a portrait of the existing literature and identify research gaps on the multiple transitions experienced by this population. Design: A scoping review is provided, following a PRISMA protocol. MEDLINE, PubMed and CINAHL were consulted. The search strategy is based on three key concepts: (1) palliative care/complex condition, (2) child/adolescent, and (3) transition. Articles were screened with the help of Covidence. Results: A total of 72 articles are included for analysis. The aimed population is either identified by age group or by medical status. Respondents are most often parents rather than the children themselves. Transitions include: reaching adulthood, changes in care environment, changes in medical status, and school integration. Conclusion: The discussion notices a definitional murkiness about transitions and highlights the fact that the multifaceted and complex nature of transition over time is largely ignored. New research should involve a diversity of participants and include children's voices. Recommendations include clearer concept definitions, health care policies that adopt an ecosystemic approach, and professional training in the systemic family approach in palliative care.

Medical School Regulatory Compliance Burdens for the Physician-Scientist.

Medical school research faculty is increasingly required to complete more comprehensive and time consuming compliance steps for regulatory oversight. These relate to animal studies, information technology, biosafety, and human resources. For physician-scientists, the additional role in clinical care adds to these research areas with regulatory compliance in patient care and ever-growing web trainings. The sum of all these compliance regimes is a considerable time and cost burden, diminished research performance, and disengagement of faculty from colleagues, collaborations, and institutions. Many research and clinical compliance processes were put in place, often using legacy systems, in well-meaning attempts to address straightforward regulations in humane animal care, safe use of biological agents, and medical care delivery. However, their accumulation and negative impact on faculty performance demand time, energy, and resources that impact academic productivity. There are solutions to a relentlessly increasing regulatory load for research faculty, which involve vertical integration, convergence, and performance assessment in medical school and health system compliance regimes. ANN NEUROL 2024;96:417-422.

Examining 21st century skills in BYOD schools: From programs to practice

Bring-your-own-device (BYOD) is a common strategy to increase technology integration in schools and give learners more responsibility in using digital devices for educational purposes. In particular, learners are expected to develop domain-general 21st-century skills when using their personal devices. Although there is no consensus regarding a comprehensive framework of 21st-century skills, most conceptual models incorporate aspects such as collaboration, communication, creativity, and critical thinking—so-called 4C competences—as well as self-direction and the use of digital technologies for learning, among other aspects. The importance of these competencies has been stressed in general and vocational education. To study the relationship between BYOD approaches and self-reported 21st-century skills, we conducted a survey of N = 8265 upper-secondary students from 100 schools in Switzerland. Using multilevel linear modeling, we compared the self-reported 21st-century skills of students with or without personal digital devices for learning in general and vocational education tracks. Our results indicate that learners reported higher levels of 21st-century skills by indicating that they brought their own devices to school, especially with regard to creativity, self-direction, and the use of technology for learning. However, an official BYOD program was no significant predictor of students’ self-reported skills. The interactions between an official BYOD program and actual BYOD practice in class were not significant. Further, self-reported levels of 21st-century skills seemed to be higher in general than in vocational education. The study indicates that a BYOD concept alone does correspond to students’ 21st-century skills but actual BYOD practices do.

Movement, my favourite thing: children’s perceptions of movement integration in school

ABSTRACT The purpose of this study was to explore elementary-aged students’ feelings, emotions and experiences with movement integration (MI) in the classroom. Focus group interviews (n = 6) with 3rd-grade students (N = 34; n = 19 female) and 140 draw-and-write prompts (n = 49 before MI, n = 48 during MI, and n = 43 after MI) were collected. Inductive thematic analysis of the interview transcripts and draw-and-write written responses and illustrations were used to determine patterns, codes, categories and eventual themes. The three overarching themes represented are characterised by student perspectives of MI participation: (a) pleasant affective experiences, (b) unpleasant affective experiences and (c) student wishes. Students enjoyed a variety of MI that included opportunities for socialisation and engagement in lower-intensity MI. In addition, students advocated for several MI activities throughout the school day and teacher engagement during MI to increase their self-efficacy. Furthermore, extended periods of sitting make students physically and emotionally uncomfortable, and socially disconnected from the class.

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences

The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.

Sustainable Practices in Culinary Programs: Views of Chef Lecturers Regarding Food Waste Management

This study investigates the extent to which corporate social responsibility (CSR) and more specifically, food waste management is incorporated into a university's tourism faculty's practical courses, with a focus on sustainability methods used in food production procedures. The study looks into the crucial issue of food waste, an essential part of sustainable practices, by drawing on the concepts established in the Sustainable Development Goal 12 of the United Nations; Ensuring sustainable consumption and production patterns. The research reveals various viewpoints on CSR and food waste implementation through qualitative research including 11 instructors. The results show a variety of techniques for reducing food waste in practical classes, from careful control to acknowledged flaws in waste management. Notably, the study draws attention to the lack of a specific CSR curriculum for students enrolled in culinary education practical training. In order to provide a more comprehensive knowledge of CSR integration in culinary schools, the paper finishes by outlining possible directions for future research.

Building a Dream School: Integration of Alternative Inclusion Natural Schools Education centered on Children With Special Needs Based on the Quran and the Sunnah of the Prophet

Education in Indonesia is still not fully inclusive for children with special needs. Forest schools and inclusive schools offer alternative approaches that focus on holistic and inclusive learning. This research aims to explore the concept of forest school and inclusive school integration to create an innovative dream school. The research method used was qualitative with an analytic descriptive approach. Data collection involved direct observation as well as literature study from books, documents and reputable journals. After the data is collected and grouped according to the data, data analysis will be carried out by applying an analytical descriptive approach, this is to get a comprehensive and in-depth understanding of the phenomenon or concept that is the focus of this research. The results of this study indicate that the integration of forest schools and inclusive schools based on the Al-Quran and Sunnah of the Prophet offers a holistic and inclusive education model. By combining outdoor learning and an inclusive approach, children with special needs can experience a supportive and motivating learning environment, in accordance with the principles of justice and compassion taught in Islam.

A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania

AbstractThis study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools and how it can improve student learning outcomes, motivation, engagement, skills development, and teachers' attitudes, practices, and beliefs about teaching and learning. After the inclusion and exclusion criteria, the sample included 40 eligible studies from Scopus and Eric databases. The research questions were thematically answered, and the findings were summarised into an ICT integration framework. The analysis indicates that effective ICT integration depends on students' and teachers' motivation and attitude change. Further, it proposes that ICT integration in secondary schools should not only be aligned with the curriculum and learning objectives but should also be sustained through the maintenance of ICT tools and appropriate ICT skills development for both learners and teachers. Therefore, effective ICT integration depends largely on capacity development, which should be focused on harnessing technological knowledge with pedagogical understanding in a conducive learning environment supported by all stakeholders. It is recommended that learning institutions aim at capacity building to enable students, teachers, and other experts to identify and address challenges efficiently.

Analysis of the Power of Transformational Leadership in Technology Integration in Faith-Based Schools: A Systematic Literature Review

Penelitian ini mengeksplorasi integrasi teknologi dalam pendidikan sebagai dimensi tambahan yang signifikan bagi kepemimpinan transformasional berbasis keyakinan melalui tinjauan literatur sistematis. Temuan menunjukkan bahwa teknologi dapat mendukung dan memperkuat nilai-nilai inti sekolah berbasis agama dalam beberapa cara: pertama, pemimpin transformasional memanfaatkan teknologi untuk mencapai visi pendidikan yang lebih inklusif dan efisien, menyediakan akses yang lebih luas terhadap sumber daya pendidikan dan pembelajaran yang dipersonalisasi. Kedua, pemimpin memastikan komunitas sekolah merasa nyaman dengan teknologi melalui pelatihan dan dukungan berkelanjutan. Ketiga, teknologi memungkinkan pendekatan pembelajaran yang lebih kreatif dan inovatif, seperti pembelajaran berbasis proyek dan kolaborasi daring, yang sejalan dengan nilai-nilai agama dalam mempromosikan kerjasama dan solidaritas. Keempat, pemimpin memastikan bahwa guru dan siswa memiliki keterampilan digital yang diperlukan untuk berpartisipasi dalam masyarakat modern, sambil memperkuat praktik keagamaan dan nilai-nilai etis. Kelima, teknologi digunakan untuk memberdayakan guru dan siswa dengan alat untuk berinovasi, berkolaborasi, dan berpartisipasi aktif dalam komunitas belajar yang dinamis. Keenam, teknologi mendukung budaya kolaboratif dan adaptif di sekolah, memungkinkan komunikasi yang lebih baik, kolaborasi lintas batas, dan adaptasi cepat terhadap perubahan. Penelitian ini menunjukkan bahwa pemimpin di sekolah berbasis agama menggunakan nilai-nilai keagamaan untuk memperkuat praktik kepemimpinan transformasional mereka, menciptakan lingkungan sekolah yang berpusat pada nilai dan memberdayakan komunitas.

Free and Suitable? Readability Analysis of Ghana’s Senior High School Core Science Textbooks

This descriptive study assessed the linguistic complexity of the three Ghana Senior High School Integrated Science textbooks, using readability index analyses. Simple random sampling was used to select five units from each textbook for testing. Criterion-based sampling was used to select, from each sampled unit, a block of texts of no less than 300 words for analyses. Readability score for each sampled text was generated by feeding the sample into the online readability calculator. Simple descriptive statistics were run in order to organize and summarize characteristics of the sampled text. Then, Analysis of Variance procedures, both parametric and non-parametric, were run to test the statistical significance of differences, if any, among the readability scores of the textbooks. The study established that while science textbooks for SHS 2 and 3 and were suitable for their intended audiences, the readability of Book 1 placed it at the level of university students, and therefore, too difficult for its intended audience. There were no statistically significant differences in the mean readability levels of the textbooks at 0.05 alpha level, suggesting that there is no progression in reading and comprehension difficulty among the three textbooks. A recommendation is made for further evaluation of all the textbooks and particularly of Book 1 for possible revision, which may help students to achieve the intended meaningful learning.

PEMBIASAAN SHALAT BERJAMA’AH DALAM MEMBENTUK KARAKTER SISWA YANG KOMUNIKATIF DAN BERTANGGUNG JAWAB DI SMA MUHAMMADIYAH 4 PORONG SIDOARJO

Character education starts from childhood. Religious habits that are carried out to form a religious character, such as congregational prayer create a communicative and responsible character, this phenomenon is an attraction for researchers to carry out this research. The research method used is qualitative by emphasizing the socially constructed nature of reality, namely establishing a close relationship between the researcher and those being researched. The locus of this research is SMA Muhammadiyah 4 Porong. The data collection techniques used are interviews, observation, and documentation analysis, while the informants are principals, teachers, and some students. The results of the research show that students at SMA Muhammadiyah 4 Porong who carry out Islamic habits mean providing good things to students, such as congregational prayer, muraja'ah together. It appears to researchers that these characters support their sense of responsibility, good attitudes, and attitudes. and more serious in carrying out their duties in learning. The disciplined character in carrying out group prayers and then murajaah together is an Islamic character which is an illustration of students' responsibility in carrying out their duties and responsibilities as a Muslim who adheres to their religion. The implications of research regarding the habit of praying together in forming the character of communicative and responsible students include: 1) Educational practitioners know the importance of religious education in schools, 2) Implementing curriculum integration in schools, 3) Teachers and school staff have a complex role in fostering students' sense of responsibility in their daily lives, 4) Establishing collaboration between teachers and parents.

Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda

Studies conducted on the use of information and communication technology (ICT) in education posit its importance in all life domains, without exception to education. ICT has been a vehicle for aspiration, innovation, and quality academic achievement. This paper aimed to investigate the use of information and communication technology in the teaching and learning process at Ecole Secondaire Kagogo in Burera District, Rwanda. The study had two objectives: (1) to assess the benefits of using ICT in rural secondary schools, and (2) to examine the challenges preventing effective ICT integration in secondary schools. The study is descriptive, adopting a mixed-methods approach. Guided by the Diffusion of Innovations Theory (DOI), the study involved a population of 114 participants with a purposive sample size of 52 respondents. Data were collected through a questionnaire and interviews with teachers and school leaders. Findings revealed that ICT enables teachers to share assessments with students and deliver the lessons; helps learners engage in peer assessments and independent learning; and that school leaders use ICT to share resources. Reports identified inadequate infrastructure and a lack of professional development as barriers to the effective integration of ICT into schools. It was recommended that the required facilities, resources, and ICT gadgets be supplied for rural secondary schools so they would not still lag behind in the use of ICT in teaching and learning.

Technology use and integration in state-funded primary schools: a structural equation model

ABSTRACT This research explored the factors that influence technology use and integration in primary schools and how these factors interact with each other. A large-scale survey was conducted. The participants were 534 teachers in state-funded primary schools in Greece. The most important factors for technology use were found to be the availability of equipment and the performance and effort expectancy, whilst the most significant factors predicting technology integration were the frequency of use of equipment, teachers’ knowledge and the school culture. This study recommends more funding for school technological equipment and more opportunities for teachers’ professional development.

The Utilization of Sociometric Tests in Identifying School Integration Challenges Among Students with Immigrant Parents.

The purpose of this study is to investigate how sociometric relationships are configured within the primary and secondary school group that have immigrant parents. The analysis of the specialized literature was carried out based on clear selection criteria, both chronologically and of the variables. Statistical analyses, including correlations and frequency calculations, were conducted for the research variables. The study also clarifies certain procedural aspects in the application of sociometric tests. Our study included four school groups, two with 4th-grade students and two with pre-adolescent high school students. Parental emigration is a phenomenon that can have significant negative effects on the school integration of children who are left behind. They may experience emotional stress and anxiety that can affect their school performance. Some may also face financial difficulties, resulting in material shortages necessary to participate in school activities. The overload of tasks and household responsibilities can lead to their stigmatization in school groups. Our study examined three dimensions of school integration: partnership in work activities, participation in leisure time activities, and leadership within the group. The results of the research indicate a poor sociometric positioning for the children of emigrants, who are often rejected by the group for work activities, ignored in terms of spending free time, and overlooked for leadership roles within the group. Even if there are situations where some of them gain followers, they are also among the students rejected by the group. Most of them are ignored or rejected by the more socially prominent students in the class,

Teaching Competence and Information and Communication Technology Integration (ICT) of Private Schools in Davao City

The study investigated the relationship between teaching competence and ICT integration among private school teachers in Davao City for the 2022-2023 school year. Employing a descriptive correlation design with 100 teacher respondents, the analysis revealed consistently high levels of teaching competence, particularly emphasizing professional development, and a high level of ICT integration, showcasing positive attitudes and effective utilization of ICT. The study underscored the significance of educators having a strong teaching foundation for a moderate positive relationship between teaching competence and ICT integration. The significant impact of professional development on ICT integration highlighted the need for ongoing training and growth opportunities for teachers, emphasizing the role of continuous learning in adapting to technological advancements. These findings highlighted the close relationship between teacher competence and successful ICT integration, underscoring the importance of professional development in creating a technology-rich learning environment. Conclusively, the findings underscored the importance of professional development in shaping effective ICT integration. These recommendations aimed to foster a collaborative and supportive environment, enhancing educators' competence and ensuring effective ICT integration. These insights provided valuable guidance for educators, policymakers, and researchers aiming to enhance teaching competence and ICT integration in private schools in Davao City.

Free and Appropriate: Navigating School Integration for Pediatric Patients Receiving Palliative Care or Hospice

Free and Appropriate: Navigating School Integration for Pediatric Patients Receiving Palliative Care or Hospice

School’s Readiness, Integration and Technical Support to Digital Transformation

This descriptive research investigated the school’s readiness, integration and technical support of school heads to digital transformation in the Schools Division of Guimaras, Province of Guimaras, Philippines for the school year 2023-2024. The respondents were the 107 total population of school heads in the elementary and secondary schools. They were classified according to their age, sex, educational attainment, position, school level and school size. The data were collected using a duly validated and reliability tested instrument. The results revealed that the schools in the Division of Guimaras had a very high level of readiness but only high level of integration of digital transformation as assessed by school heads. Likewise, the school heads provided very high technical support to school’s digital transformation. Further, no significant differences were noted in the school heads assessment on the level of readiness and integration of schools to digital transformation. The technical support provided by school heads vary when they were classified according to educational attainment and school size. Finally, significant relationships were noted among levels of readiness, integration and technical support to digital transformation.

Exploring the Path of Cultivating “Three Spirits” in Higher Vocational Colleges and Universities

The “three spirits” is a strategic concept for the comprehensive construction of a strong modernized socialist country in the new era, and it is an important way for higher vocational colleges to cultivate high-quality technical and skilled talents. The “three spirits” consist of the spirit of labor, the spirit of model workers, and the spirit of craftsmanship. This paper proposes labor education as the basis, three-dimensional coeducation of classroom, extracurricular, and practical, and integration of school and enterprise in cultivation, to explore practical ways to cultivate the “three spirits” in higher vocational students.