Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Deng, Li; Wu, Shaoyang; Chen, Yumeng; Peng, Zhengmei

doi:10.1111/jcal.12438

Cited by 76 publications

(71 citation statements)

References 23 publications

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“…Methodological strategies have been developed thanks to technology, strengthening active methodologies. These include the flipped classroom [31][32][33], game-based learning [34][35][36], and project-or problem-based learning [37,38]. Different studies have analyzed the use of ICT for teaching mathematics in primary schools [35,39,40], secondary schools [33,41], and for higher level studies [38].…”

Section: Use Of Ictmentioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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Section: Use Of Ictmentioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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“…In designing effective professional development programmes to support the change process, teachers' concerns about making the change need to be accurately identified and addressed. A few studies have been conducted on teachers' concerns and experiences about using ICTs and other innovations in the classroom in different parts of the world, mostly from western countries [28] where educational institutions are considered to be more matured and better positioned for technology adoption. To the best of the authors' knowledge, this is the first study conducted into the concerns of schoolteachers about using ICT within the classroom in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ concerns about integrating information and communication technologies in the classrooms

Dele-Ajayi

Fasae²,

Okoli³

2021

PLoS ONE

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Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom.

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“…Although with the development of science education, attaching great importance to the independent exploration, highlighting the interesting and inspiring, emphasizing the students' subjectivity and other new features stand out gradually, but the historical factors more or less affect the current textbook writing. From a realistic point of view, the exam-oriented culture has a deep impact on the current education environment in China (Deng et al, 2020). In order to "win at the starting line", students are often expected to learn more and more difficult knowledge, which may prompt the textbook writers to intentionally increase the requirements on students' cognitive demands.…”

Section: Discussionmentioning

confidence: 99%

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

Sun

Liangbo

2021

JBSE

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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

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Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Cited by 76 publications

References 23 publications

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Teachers’ concerns about integrating information and communication technologies in the classrooms

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

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