Disaster didacticism: Pedagogical interventions and the ‘learning crisis’

Schweisfurth, Michele

doi:10.1016/j.ijedudev.2022.102707

Cited by 15 publications

(4 citation statements)

References 18 publications

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“…In the implementation of technological knowledge, previous researchers also emphasized that the majority of teachers did not have a CS background. Then implemented technology implementation by developing a Computational Thinking (CT) course-based program with a mixed programming environment and embedding programming into the educational curriculum, which effectively developed teacher abilities (Kong et al, 2023;Schweisfurth, 2023). Governments could also develop teacher-educator technology competency sets to help teacher education programs guide their technology integration instruction (Schweisfurth, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Then implemented technology implementation by developing a Computational Thinking (CT) course-based program with a mixed programming environment and embedding programming into the educational curriculum, which effectively developed teacher abilities (Kong et al, 2023;Schweisfurth, 2023). Governments could also develop teacher-educator technology competency sets to help teacher education programs guide their technology integration instruction (Schweisfurth, 2023). Therefore, teachers must acquire the skills and knowledge of educational technology to ensure successful teaching with technology (Liu,.…”

Section: Discussionmentioning

confidence: 99%

“…Whereas further researchers conducted programs that specifically targeted socio-emotional learning leading to an increase in students' ability to manage stress and depression, as well as having better attitudes about themselves and others, among other things. positive feelings about school and increased capacity to learn, as one of the main challenges in improving students' learning outcomes is to engage them in deep learning approaches (Schweisfurth, 2023).…”

Section: Discussionmentioning

confidence: 99%

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The Implementation TPACK in Elementary School

Annida Lathifa Riandy Putri,

Winarno,

Tri Murwaningsih

2023

International j.of Elementary Education

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Industrial Revolution 4.0 requires teachers to master technology to be integrated into learning. This research aims to analyze the application of Technology, Pedagogy, and Content Knowledge (TPACK) in the post-online learning process. This research is classified as descriptive qualitative research using mixed methods with a sequential exploratory strategy. The subjects involved in this research were 20 class teachers. The data collection used in this research is data collection through interviews, observation, and documentation. The instrument used to collect data for this research is a questionnaire. The data obtained from this research will be analyzed using inductive model analysis techniques. The research results show that in implementing TPACK, many teachers, especially older ones, still need help operating technology well. Apart from that, teachers have yet to be able to utilize technology to create new representations. The teacher only provides learning content based on students' books and several examples from Google and YouTube. Therefore, teachers need to understand aspects of TPACK. This research implies that all stakeholders will be able to realize the importance of ICT because using learning media using technology aims to develop a curriculum in schools to improve the quality of education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Implementation TPACK in Elementary School

Annida Lathifa Riandy Putri,

Winarno,

Tri Murwaningsih

2023

International j.of Elementary Education

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“…The decentralization initiatives have mainly affected the primary and secondary levels (Channa & Faguet, 2012). This is partially because, despite a notable rise in enrollment rates in basic education in LMICs in response to the Education for All (EFA) movement and the millennium development goals (MDGs) of the United Nations (UN), the learning crisis has become an alarming issue (Schweisfurth, 2023). Decentralization has emerged as a prevalent policy recommendation to address this crisis (e.g., Barrera-Osorio et al, 2009; Pritchett, 2013).…”

Section: Mechanisms Linking World Bank Projects To De Jure Decentrali...mentioning

confidence: 99%

The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs

Hossain

2024

American Educational Research Journal

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The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and changes observed in educational systems. Employing the institutional logics perspective, I argue that the WB’s diffusion of “homogeneous” educational reforms may clash with “heterogeneous” socioeconomic, political, and cultural contexts, thus hindering the direct translation of reforms into tangible outcomes on the ground.

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How can research-based studio experience assist in tackling natural disasters?

Yildirim,

Cirak,

Akin

2024

Nat Hazards

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Natural disasters threaten human life in various ways, and a better understanding of their components reduces environmental and societal ramifications. This study seeks a pedagogical approach to contribute to such knowledge at a junior landscape architecture studio by concentrating on research-based experience. Assigning five disaster categories, including flood, drought and food, climate change, earthquake, and disaster-resilient society, the students obtained enriched knowledge on the studio process while they had difficulty in applying theoretical aspects of natural disasters to their projects, mainly gearing from analysis (upper scale) to design (lower scale) solutions. The study results propose that natural disaster education and awareness efforts should be integrated into design- and planning-related disciplines sooner rather than later.

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Disaster didacticism: Pedagogical interventions and the ‘learning crisis’

Cited by 15 publications

References 18 publications

The Implementation TPACK in Elementary School

The Implementation TPACK in Elementary School

The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs

How can research-based studio experience assist in tackling natural disasters?

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