Technology-mediated Environments Research Articles

Teacher educator learning to implement equitable mathematics teaching using technology through lesson study

PurposeThis paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS).Design/methodology/approachA LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice.FindingsThe MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform.Research limitations/implicationsThis study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning.Practical implicationsThis study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction.Originality/valueThe study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.

Facilitating Participation in Second Language Remote Meetings

The affordances for organising social conduct in multilingual interaction vary depending on the setting. This article examines multilingual remote meetings and the ways in which second language speakers’ participation in interaction is facilitated by other speakers. More specifically, the focus is on moments of language-related troubles that become solved by entries accomplished by a non-primary recipient (i.e., third party) of the trouble turn. Drawing on screen-recorded data and conversation analysis (CA), we illustrate how second language speakers’ troubles are attended to either retrospectively (i.e., via repair) or prospectively, and how the entries require fine-grained coordination of verbal, embodied and technological resources. The analysis shows facilitation through third-party assistance as a complex process with professional and pedagogical dimensions. Our study provides insight into the ways in which technology-mediated environments may both create opportunities and limit the possibilities for second language speakers to recruit help from others via subtle (e.g., embodied) means.

The crime-as-communication approach: Challenging the idea of online routine activities by taking communication seriously

In mediated environments, a simple but important understanding holds true: there is plenty of communication without crime, yet no crime without communication. Put differently, the criminal act in technology-mediated environments is always concurrently a communicative act. Nevertheless, descriptions of online activities and their role in studies of cybercrime often only amount to what can be considered lazy signifiers: online banking is not a single activity, but a series of requests for information made to, and responses received from, servers through the use of one’s networked device. The user’s interpretations of the content form the basis for deciding on the next action(-as-communication). Available theoretical approaches, notably the routine activities approach, lack this type of specificity in considering as a meaningful whole something that is better understood as its constitutive elements – messages in communicative exchanges. Hence, the current theoretical status quo hinders rather than contributes to cybercrime-related thought and research. Rather than fitting a ‘terrestrial’ understanding of action onto acts of cybercrime, the crime-as-communication approach instead builds a communication-based foundation for understanding action in technology-mediated environments. By making explicit the communication processes that constitute cybercrime, crime-as-communication offers a principled way of analysing mediated crime specifically, and action in mediated environments more broadly. This approach has practical implications for research and policy-making concerning economic crimes like fraud and intellectual property violations, interpersonal crimes such as harassing pursuit and criminal threats, computer offences like unauthorised access and offences against peace and public order, including incitement to hatred and disinformation or propaganda for war.

Consumers’ multistage data control in technology-mediated environments

New technologies create novel tensions, such as between providing consumers with greater control over their personal data and enhancing the technological sophistication of firms’ offerings (e.g., through automation). Resolving such control-related tensions requires specific, comprehensive conceptualizations and measures of consumers’ perceived data control. Drawing from conceptual notions of control, the authors develop a novel, multistage account of control across consumer–firm data exchanges in various traditional (active and passive) and new, hybrid data disclosure settings. By distinguishing, defining, and operationalizing control activities pertaining to the collection, submission, access, and use of personal data, this article proposes a means to capture consumers’ subjective control perceptions. Study 1, focused on quantitative measure validation, establishes that consumers can distinguish the four data control activities; Study 2, a qualitative account using depth interviews, reveals that consumers identify the four control activities unprompted and across diverse situations. Collectively, these findings present both theoretical and practical implications. This article concludes with a robust set of research directions for an expanded understanding of data control activities in technology-mediated environments.

The Development and Opportunity of Educational Mode in the Metaverse Age

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Comparison of E-learning versus traditional instruction in transferring a Foreign Language Learning English grammar knowledge to students' writing abilities

Several studies were conducted with the goal being to identify the limitations of distance education during COVID-19 lockdowns. However, little research has been undertaken to compare students’ achievements in normal circumstances with emergency remote teaching and learning under those circumstances. Such endeavor will by far identify gaps in e-learning implementation in crises and help devise remedies for a more effective technology-mediated environment. Thus, the present study seeks to fill this gap by comparing two groups of Moroccan EFL university-level students in terms of grammar knowledge transfer to writing ability. A convenience sample of 315 participants’ argumentative essays was rated for some measures. In the main, it was found that the students in the traditional group outperformed their peers in the e-learning group at the levels of writing quality and grammar knowledge transfer. The researchers trace this back to several factors including student psychology, teacher training, and attitude to technology and other socio-economic issues. Keywords: COVID-19; e-learning; impediments; grammar transfer; writing ability

Teachers without borders: professional learning spanning social media, place, and time

ABSTRACT Educators must consider how today’s technology-mediated environments expand our conceptualization of learning contexts and the continuities and tensions between learning and participation in various settings. The Covid-19 pandemic disrupted educational systems worldwide, necessitating emergency remote teaching and coinciding with increased social media use. Such shifts require reconceptualization of learning boundaries in a digital age. This article explores British and American teachers’ professional learning spanning social media, place and time. We collected #UKEdchat tweets and #Edchat tweets over 28 months, 1 January 2019–30 April 2021, and identified tweeters who were middle or secondary school teachers in the U.K. and U.S. to interview. From analysis of these data, we report on the tensions, synergies and experiences of boundary-crossing teachers with implications for research and practice.

Modern technology adoption and professional development of lecturers.

This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities.

Metaverse-Based Learning Opportunities and Challenges: A Phenomenological Metaverse Human–Computer Interaction Study

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. The individual interviews took place in May 2022, with a focus group meeting held online in June 2022 to formulate a collective opinion of the 19 experts. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Critique and change: The “what”, “why”, “how”, and “so what”

Critique and change: The “what”, “why”, “how”, and “so what”

Technology-mediated task-based learning: creating affordances for English language development in digital intercultural encounters

This study investigates affordances provided by Technology-Mediated Task-Based Learning (TBL) for language development in an online English as a Second Language class with multinational students in a US university context. From a complexity perspective, this study analyzes whether Technology-Mediated TBL helps build trust and confidence among learners enhancing intercultural and symbolic awareness. We used a netnographic methodology, adapting ethnography to include the influence of the internet in technology-mediated environments. Findings showed that Technology-Mediated TBL provides conditions for intercultural encounters. The task cycle allows the emergence of affordances for learners to build confidence and trust while engaged in language development practices.

An analysis of factors affecting English language learning in technology-mediated environments as perceived by the undergraduate language learners

An analysis of factors affecting English language learning in technology-mediated environments as perceived by the undergraduate language learners

Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework

Amongst the contemporary needs of societies in the fourth industrial revolution, are student-teachers who are adaptable, ethical, and literate in developing technology-mediated environments. Cultivating such teachers requires engaging them experientially in blended learning practices. We explored 155 student-teachers’ experiences of blended learning, at a South African institution for higher education, by using the Community of Inquiry (CoI) as theoretical framework. We created cognitive, social, and teaching presences within the initial teacher education module on their learning management system, Blackboard LearnTM. Utilising explanatory mixed-method as research approach enabled us to compare student-teachers’ experiences of the three presences using a Likert-type questionnaire and reflective feedback. Studentteachers’ online engagement reflected a good cognitive and teaching presence; whilst their social presence was maintained using disparate social media applications and consequently sidestepping this higher education institution’s learning management system. Social constructivists endorse socially situated knowledge, collaborative validation of understanding, and one’s own construction of meaning. Supposing that student-teachers education social studies for democratic citizenship education necessitate social presence as it precedes cognitive and teaching presences. The implication for higher education institutions is to create a sustainable online social presence within their learning management systems for prospective teacher citizens to be better prepared for technology-mediated milieus.

Using TBLT Framework in Technology-mediated Environments to Enhance Students’ Vocabulary Retention and Interpreting Skills

Interpretation is a demanding skill, especially for specific fields in business such as marketing, accounting, trading, etc. Students majoring in Business English Language at Van Lang University reported that they are faced with the dilemma of choosing the right definition for a keyword. This has prevented them from understanding and analyzing the message before rendering it into the target language. To remedy the problem, vocabulary quizzes were administered on the university's Learning Management System (LMS) platform. The focus is on enhancing vocabulary retention. The course followed the Tase-Based Language Teaching (TBLT) framework to maximize the comprehension of the context of the vocabulary and the students. Code-mixing was used to design vocabulary quizzes. The study is a quantitative experiment with the aim of finding a correlation between the use of TBLT and the improvement of students in their vocabulary retention. The results indicate that there is a direct and positive connection between them.

Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice

In this study, we explored the ways in which listening tools within technology-mediated environments can facilitate children’s self-regulation of instrumental music learning between lessons. This interpretive multiple case study utilized a software application assigned for 22 weeks to a piano teacher and four students (ages 8–10). Data sources include student and teacher semistructured interviews and practice session observations. Self-regulated learning theory informed the recommended learning approach with technology and provided a lens for within- and cross-case thematic analysis. Study findings suggest that digital tools that provide accessible and customizable listening experiences can be used strategically to promote independent listening opportunities between lessons, in turn facilitating processes of aural familiarity and problem-solving. However, students’ self-regulatory development was also dependent on learning preferences and sustained teacher facilitation. The recommendations in this study can inform instrumental teachers about pedagogical approaches with technology, and the implications can contribute to the design of digital environments to support children’s instrumental learning.

Uma abordagem complexa para aprendizagem baseada em tarefas mediada por tecnologias

The focus of this study is the process of teaching/learning English as a second language in CALL, emphasizing oral interaction in an environment mediated by a synchronous communication tool using Task-Based Learning (TBL) under the perspective of the Complexity Theory. It aims to analyze and define the task cycle as a Complex Adaptive System. The current study adopts a netnographic methodology that deals with theory and practice adapting the ethnographic method to include the influence of the internet in technology-mediated environments. We built the dataset using video recordings of five classes carried out in an environment mediated by Zoom. The participants were students from the Biotechnology program at the Federal University of Pelotas selected due to their need to have online meetings with researchers from international universities. Based on a complex and netnographic perspective for data observation, it was possible to demonstrate that the task cycle, in this new learning environment, is sensitive to initial conditions, unpredictable, open, dynamic, adaptive, complex, chaotic, nonlinear, self-organizing, and sensitive to feedback. This study attempts to contribute to developing a new area of investigation in CALL due to the need to understand better the pedagogical implications of the interactions in this unique learning context in a complex and non-reductionist manner using a robust theory as the Complexity Theory.

Understanding each other when Communicating in Emerging Technology-Mediated Environments

Understanding each other when Communicating in Emerging Technology-Mediated Environments

When Students Use Technology Tools, What Are You Noticing?

A framework to guide teacher noticing when students are working in technology-mediated learning environments.

Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom

On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration.

Aprendiendo inglés con objetivos médicos en un ambiente educativo a distancia. Un enfoque conceptual. Una aproximación conceptual

El aprendizaje de inglés para fines específicos (English for Specific Purposes) ha estado ampliamente disponible a través de una variedad de herramientas en línea y plataformas de aprendizaje electrónicas. Frequentemente, los cursos de aprendizaje electrónico ofrecen una réplica electrónica de los cursos presenciales que se centran principalmente en el desarrollo del conocimiento léxico y gramatical, así como en el desarrollo de habilidades receptivas. Estudios han mostrado la importancia de los equipos virtuales (Virtual Teams) para fomentar un aprendizaje más profundo y desarrollar el pensamiento crítico del estudiante; sin embargo, pocos estudios han investigado la implementación de los equipos virtuales en el aprendizaje del inglés para fines específicos en el campo médico. El presente estudio tiene como objetivo desarrollar un enfoque conceptual para mejorar los programas de aprendizaje electrónico del inglés con fines médicos (English for Medical Purposes) centrándose principalmente en el desarrollo de las habilidades comunicativas, el pensamiento crítico, la cooperación intercultural, el aprendizaje permanente y la motivación mediante el uso de equipos virtuales. El enfoque conceptual incluye un conjunto de tareas de resolución de problemas asociados con casos médicos reales organizados completamente en un entorno completamente mediado por la tecnología. A través del aprendizaje basado en problemas (problem-based learning), se espera que los participantes y los tutores organizados en equipos virtuales alcanzarán soluciones a los casos y los problemas médicos descritos. El enfoque conceptual propuesto desarrollará el dominio del idioma extranjero para fines médicos, así como también elaborará las habilidades de trabajo en equipo, el pensamiento crítico en interacciones sociales recurrentes y la colaboración en un entorno en línea.