Support Learning In Schools Research Articles

Pelatihan Alih Media Karya Tulis Ilmiah Menjadi Buku Digital untuk Meningkatkan Kemampuan Profesionalisme Guru

This community service program aims to improve the skills of teachers in transferring scientific writing media into digital books by utilizing the issues digital publishing platform. Implementing this service used training and technical assistance for teachers at Madrasah Ibtidayah (MI) Manggarupi, Madrasah Tsanawiyah (MTs) Manggarupi, and SMA PGRI Sungguminasa starting from creating an ISSUU account to publishing works. The instrument for evaluating this activity used the Context, Input, Process, and Product (CIPP) model. The training questionnaire was given via Google Form and analyzed descriptively. The result of this service activity was an increase in the ability of teachers to publish their scientific writings through digital publishing platforms. Teachers experienced the benefits of using a digital edition publishing platform to support school learning activities. The platform could also be a forum for students in these schools to publish their writings and works.

The Application of Game-based Phonics Learning Apps in Lower Elementary Teaching

Game-based learning Apps have been flourishing and received much attention from parents who use those Apps as learning tools for children. At the same time, school-adapted learning Apps have received issues around outdated design, inaccessible customer support, and lack of training on how to use them. Since reading is an integral content for lower elementary students, this article discusses if game-based learning Apps can be applied to support school learning. Major problems of school-used reading Apps have been reviewed. Two popular reading Apps, Hooked on Phonics and Duolingguo for public downloading are selected and evaluated from core content, pedagogical methods, and design perspectives. It has been found that those Apps cover limited content that schools teach children, lack pedagogical designs, and do not have core loops in games to keep children’s interests. The article points out the potentials and limitations of using those Apps to support school learning, which sheds insight for future research to enhance the effectiveness of reading Apps when they are adopted by schools.

Pengembangan Media Pembelajaran Electronic Book (E-Book) Pada Mata Pelajaran Praktikum Akuntansi Perusahaan Dagang

The rapid development of learning resources following the times to support and support learning in schools, sometimes there are still many school there are not able to provide adequate and complete learning resources. Emergence of an innovative solution to overcome to problem to the SMK. Therefore, the developer tries to develop learning media with e-book teaching materials. This research was conducted with the aim of e-book product. With the selection of recording material and summarizinf the accounting practicum of trading companies. This study uses a 4D research model, but only up to the development stage. The result of the expert validation assessmenton the e-book obtained the “Very Eligible” criteria.

Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom

Digital technologies are increasingly being used to support school learning, but few studies have assessed the effectiveness of these new teaching methods for very young students. The aim of the present study was to assess the impact of implementing a digital notebook application designed for a stylus-oriented tablet in kindergarten classrooms. This digital notebook was dedicated to the acquisition of handwriting skills by beginning writers. Using artificial intelligence to finely analyze the spatiotemporal characteristics of handwriting (i.e., shape, order and direction of the segments), the exercises were personalized, and extrinsic feedback was delivered at the end of each trial to inform learners of their results. A total of 22 kindergarten classes participated in a 12-week teacher-implemented program, half working exclusively with paper and pencil, and half partially undertaking their handwriting training with the digital notebook. A paper-and-pen writing task was administered as a pre-test and post-test to assess the progress of all the children. Data analysis showed that learning outcomes with the digital notebook were contingent upon the students' initial handwriting level, as the benefits of training with the app were only demonstrated for children with a medium level at the start of the study. The results are discussed in the light of the literature on the impact of extrinsic feedback and learners' initial levels.

Language Differentiation: Collaborative Translation to Support Bilingual Reading

Although a variety of research has investigated the use and benefits of home language in school settings, research on using translation to support school learning is scarce. With the goal of designing a differentiated and culturally relevant strategy that supports the reading of bilingual students, we worked with seventh-grade students in pull-out settings. After reading narrative texts, we invited students to collaboratively translate and evaluate thematically connected excerpts. Using distributed cognition and distributed expertise as a theoretical perspective, this qualitative case study shows that collaborative translation made student expertise visible and mediated the way that students participated and negotiated meaning.

What is distinctive about museum pedagogy and how can museums best support learning in schools? An action research inquiry into the practice of three regional museums

It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators’ work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as ‘good practice’. In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were ‘bespoke’. Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: ‘How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment’? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving.

Assessing effects of technology usage on mathematics learning

Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for ‘evidence-based’ policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.

The Development of a School-based Approach to Staff Development for Study Support

The recent national framework for study support raised the need to involve adults other than teachers (AOTs) in supporting out - of - school - hours learning and for study support to be coherently planned to complement and support what goes on in the classroom. This article argues that existing models of INSET have limitations in relation to these issues and reports on a school - university partnership which aims to address these through a school - based development programme. The programme is designed to support a group of teachers and AOTs in developing a coherent team approach to study support activities. The article concludes that the programme, with some modifications, provides a useful model for a school - based initiative in support of the development of a study support programme, but that schools and partner organisations will also need to consider the needs of managers with responsibility for the strategic development of study support. This strategic perspective will require explicit consideration of the purpose and target group for study support activities and the notion of a coherent and balanced programme will need to address the question of whether and how the wide range of activities included under the banner of 'study support' support school learning.