Classroom environments: an experiential analysis of the pupil–teacher visual interaction in Uruguay

Cardellino, Paula; Araneda, Claudio; Álvarado, Rodrigo García

doi:10.1007/s10984-017-9236-y

Cited by 14 publications

(7 citation statements)

References 21 publications

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“…ICTs are causing teachers to design and carry out new school activities inside and outside the classroom (Cardellino, Araneda, & García, 2017;Earle & Fraser, 2017;Magen & Steinberger, 2017). In particular, this quantitative research analyzes the design and implementation of WALF considering the TPACK model and data science.…”

Section: Discussionmentioning

confidence: 99%

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Salas-Rueda

2019

INT ELECT J MATH ED

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This quantitative research aims to analyze the design and implementation of the Web Application on the educational process of the Linear Function (WALF) considering the TPACK (Technological Pedagogical and Content Knowledge) model and data science. The sample consists of 45 students who studied the Basic Math course at a Mexican university during the 2015 school year. The TPACK model allows the planning and organization of WALF through technological knowledge (HTML and PHP languages), content knowledge (formulas on the linear function and slope) and pedagogical knowledge (data simulation). The results of machine learning (linear regression) with 50%, 60% and 70% of training indicate that the contents of WALF influence the assimilation of knowledge about the identification and evaluation of the linear function. Data science identifies 2 predictive models on the use of WALF in the field of mathematics by means of the decision tree technique. Finally, the TPACK model facilitates the implementation of technological tools and construction of educational virtual spaces through technological, content and pedagogical knowledge.

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Section: Discussionmentioning

confidence: 99%

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Salas-Rueda

2019

INT ELECT J MATH ED

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“…Both the primary and secondary objectives of this study have also been met, disclosing relevant information that can lessen the knowledge gap. Moreover, the current findings agree with the conclusions of other researchers and studies, highlighting that technological applications, digital platforms and social media technologies are causing teachers worldwide to design, transition and conduct digital learning mathematics activitiesinside and outside-the classroom (Cardellino, Araneda, & García, 2017;Magen & Steinberger, 2017). All in all, this thesis widens the scope of identifying factors that will enhance the use of technology in education and educational technology by promoting social media engagement policies, supportive educational curriculum, school and government support.…”

Section: Social Media-a Tool For Teaching and Learningsupporting

confidence: 88%

“…Findings of this study agree strongly with other studies. Unsurprisingly, technological applications, digital platforms and social media technologies are causing teachers worldwide to design, transition and conduct digital learning mathematics activities -inside and outside-the classroom (Cardellino, Araneda, & García, 2017;Magen & Steinberger, 2017).…”

Section: Social Media-a Tool For Teaching and Learningmentioning

confidence: 99%

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Mulenga¹

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Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use and the impact of such social media technologies in the teaching and learning of mathematics by Zambian pre-service (student) teachers. Globally, many studies have been conducted on the integration and benefits of social media in and out of the classrooms (see e.g. Tess, 2013). However, the global studies cannot be straightforward applied to the Zambian context and this is why we see the need of focusing on Mathematics Education. This study endeavoured to lessen the knowledge gap. Therefore, this study focuses on providing a deep insight into the way social media technologies are influencing the teaching and learning of mathematics at the Copperbelt University (CBU) as well as to identify which paths are open (or closed) to take into account in the future to improve both processes. Thus, a first target of this study is to explore the role social media is playing (and might play) in Mathematics Education via social networking among student teachers. A second target of the research is to explore aspects of university pre-service teachers' related online activities that might motivate them to participate in learning. Lastly, the author wish to open a discussion on the question of whether and how the use of social media tools may have an impression on the set of 21st century skills by both learners and teachers.To explore student teachers' use of social media in their teaching and learning experiences, the author administered an adapted and validated research instrument via a mixed-methods survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the inter-play of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. K-means cluster analysis was used to organize data into clusters. The goal was to find out how many groups the data will be clustered into and explore the patterns in the data. Results

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“…Despite the debate between perspectives, there is some relevant consensus on shaping ECE learning environments. Firstly, they do not restrict to designing physical architecture, rearranging classrooms (Cardellino et al, 2017), or solving 'just space' issues (Robson & Mastrangelo, 2018). ECE learning environments include and intertwin social, cultural, temporal, physical (built and natural), and virtual aspects (Blackmore et al, 2011;Miller, 2019).…”

Section: Place and Place-makingmentioning

confidence: 99%

Heterotopic Place-Making in Learning Environments: Children Living as Creative Citizens

Grimberg

Bralic-Echeverría

2021

magis

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This paper reconceptualizes children as already-being- citizens within kindergarten learning environments. It draws on Foucauldian heterotopology to show what type of heterotopias entangle two and three-year-old in everyday place-making practices and how they empower themselves to inhabit learning environments as creative citizens. After a collaborative ethnographic immersion in 16 Chilean public kindergartens during the academic year 2019, findings show three types of heterotopic place-making that enact children’s citizenship: Unpredictable movements and wanderings, new ruling artifacts, and serendipitous spatial transgressions. We discuss how these unsettle ECE learning environment utopias and invite teachers’ improvisatory practices for alternative spatialities and children’s creative citizenship.

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Classroom environments: an experiential analysis of the pupil–teacher visual interaction in Uruguay

Cited by 14 publications

References 21 publications

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Heterotopic Place-Making in Learning Environments: Children Living as Creative Citizens

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