Digital Learning Materials: Classification and Implications for the Curriculum

Berg, Ellen van den; Blijleven, P.J.; Jansen, Leanne

doi:10.1007/978-94-017-1205-7_14

Cited by 10 publications

(3 citation statements)

References 1 publication

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“…In the analysis of the survey, the 12 digital tools were classified into four categories (Table 4). The categories are inspired by and expand on previous work by researchers such as Berg et al, 2001; Research for Action 2020; Rubeneet al, 2021, customized to fit special education purposes. By going from the specific digital tool to categories of digital tools, the results are possible to compare with those from other cases or municipalities that use different tools but for the same purposes.…”

Section: Analysis Of the Surveymentioning

confidence: 99%

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

Holmgren

2022

J Spec Educ Technol

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As society has gotten increasingly digitalized, schools have made extensive efforts to accommodate to that development. With the digitalization of school, the special education practice and the roles of special education needs coordinators (SENCOs) and special education teachers (SETs) change. However, there is a lack of research examining this transformation, a gap which this exploratory study opens up for new understandings of. This mixed method study explores the special education practice in a municipality in Sweden, one of the most digitalized countries in the world. The findings show that SENCOs and SETs have highly positive beliefs about digital tools in special education, but at the same time their frequency of use varies greatly. Also, the study identifies special educational activities engaging with digital technology, describing a work practice with complex expectations of the special education professionals also in the area of digital teaching and learning. Furthermore, the competencies considered as necessary for handling the expectations are discussed.

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Section: Analysis Of the Surveymentioning

confidence: 99%

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

Holmgren

2022

J Spec Educ Technol

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“…Transformations are observed from teaching activities using traditional classroom materials to digital educational activities in e-learning environments. In this process, digital technologies are now considered not only information tools but also tools that increase the cognitive power of the human mind (Berg et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation

Çoban Sural,

Yaşar Sağlık

2024

Educ Inf Technol

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This study aims to compare and analyse the effects of context-based vocabulary activities with technology-assisted tools and printed materials on fourth-grade primary school students’ vocabulary knowledge and learning motivation. One of the quasi-experimental designs, the “pretest-posttest control group design”, was used in the study. There were two experimental groups and one control group. Technology-assisted context-based vocabulary activities were used in one of the experimental groups, and printed materials with context-based vocabulary activities were used in the other experimental group. The implementation was carried out in the control group according to the current Turkish curriculum. It was planned to teach vocabulary by utilising sentence and text context in context-based vocabulary activities. The research was conducted with students studying in three different fourth grade classes of a primary school, which were equivalent to each other according to the pre-tests. A total of 91 students from three groups (experimental-1: 30, experimental-2: 30, control: 31) participated in the study. The Vocabulary Knowledge Achievement Test (VKAT) developed by Yaşar-Sağlık (2022) and the Vocabulary Learning Motivation Scale (VLMS) developed by Genç-Ersoy and Belet-Boyacı (2018) were used in the study. After the pre-tests were applied, 14 lesson hours of interventions were carried out over 7 weeks. After the implementation, the process was finalised by applying post-tests. The data were analysed using one-way analysis of variance (ANOVA) on the difference in scores (post-test – pre-test). Also, the Tukey post hoc test was used to determine the source of the difference. In addition, partial eta squared (η2) values were calculated to determine effect sizes. As a result, it was found that context-based vocabulary activities conducted with technology-assisted tools and printed materials were significantly more effective in improving students’ vocabulary knowledge than the current Turkish curriculum. In addition, it was also revealed that technology-assisted activities were more effective in improving students’ vocabulary knowledge than the activities carried out using printed materials. In terms of vocabulary learning motivation, the results are slightly different. It was found that context-based vocabulary activities conducted with technology-assisted tools were significantly more effective in improving students’ vocabulary learning motivation than the current Turkish curriculum and the context-based vocabulary activities conducted with printed materials. In line with these results, it is recommended that technology-assisted context-based vocabulary activities be used to increase students’ vocabulary knowledge and learning motivation.

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“…In parallel with this major change in the delivery of education, and informed by constructivist educational theories, the nature of curriculum is undergoing reassessment. Rather than a fixed sequence of study, pre‐determined by the teacher, these theories view curriculum as a process of co‐development between teacher and learner (Granger, 1993; Kirkpatrick, 2001; Phelps et al , 2005; Van den Berg et al , 2004). Curriculum becomes a spectrum, extending from highly constrained situations in which all is fixed, through situations in which some room for manoeuvre is offered to learners to open unconstrained contexts in which sequence “emerges in the interaction between the learner and the environment” (Akhras and Self, 2002).…”

Section: Introductionmentioning

confidence: 99%

Modelling routes towards learning goals

Tattersall

Janssen²,

Berg³

et al. 2006

Campus-Wide Information Systems

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The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is undergoing change informed by constructivist theories. However, abandoning the notion of the curriculum as a study plan raises the need to help learners in understanding both where they stand with respect to their desired competences and how these competences can be attained. This article presents a formal model for the description of routes to learning goals, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.

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Digital Learning Materials: Classification and Implications for the Curriculum

Cited by 10 publications

References 1 publication

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation

Modelling routes towards learning goals

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