Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education

Ellison, Scott; Allen, Benjamin H.

doi:10.1007/s11422-016-9786-9

Cited by 24 publications

(23 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is also possible to conduct testing of children both in order to test knowledge, and for the purpose of psychological and pedagogical diagnosis. It is at the stage of formation of the school network that the following facts come to light [14].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on the Use of Information and Communication Technologies (ICT) in Education Environments

Shoraevna

Eleupanovna

Tashkenbaevna

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Developments in information and communication technologies enable more information services to be used in education applications. In this respect, it is important for educators to adopt technology, follow it closely and show a positive attitude towards technology in order to be able to use the developing technology in the classroom. Today, using technology is not a privilege but a necessity. Technological developments affect the structure and functions of educational institutions. For this reason, teachers are expected to integrate their lessons with technology in order to train individuals of the information society. This study aims to determine teachers’ views on the use of information and communication technologies in education. Mixed research method was used in the study including experimental dimension and qualitative research. A total number of 58 teachers participated in the study. Results of the study provided useful implications for teachers in developing the ability to work in the information and educational environment.

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on the Use of Information and Communication Technologies (ICT) in Education Environments

Shoraevna

Eleupanovna

Tashkenbaevna

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Education innovation is understood as a procedure of educational activity and is used to increase the level of efficiency in a competitive environment (Mykhailyshyn & Kondur, 2018). Education innovation includes pedagogical innovation, considering a technological, digital-based learning environment, and matter of integration among different levels (Pisanu, 2014;Fındıkoğlu & İlhan, 2016;Lindfors & Hilmola, 2016;Ellison, 2016) state that innovation in education is needed to incorporate old and new technologies and educational environments that already exist may be adapted and upgraded through the use of technology. Innovation methods in children's learning at home these skills using different sets of competencies (perseverance, self-control, enthusiasm), ability to work with others (cordiality, respect, care), and ability to manage emotions (calmness, optimism, confidence) (Kovacs, 2017).…”

Section: Problem Of Researchmentioning

confidence: 99%

The Impacts of Covid-19 Pandemic: External Shock of Disruption Education and Financial Stress Cohesion

Mahmudah¹,

Wardana

2021

FWU Journal

View full text Add to dashboard Cite

This research aimedto determine the effect of the: (1) financial resilience on the home learning model; (2) parenting self-efficacy on the home learning model; (3) home learning model on education innovation; (4) financial resilience on education innovation; and (5) parenting self-efficacy on education innovation on parents. This research uses a quantitative method. Respondents consisted of 250 parents whose children were currently attending kindergarten and elementary school education. Determination of the sample using random sampling. The data collection method used a questionnaire with a Likert scale and via a google form. The data analysis technique used path analysis.The results of the research data analysis show that there is a path in each variable as evidenced by (1) The effect of financial resilience on the home learning model is 0.38; (2) The effect of parenting self-efficacy on the home learning model is 0.42; (3) The effect of home learning model on education innovation is 10.37; (4) The effect of financial resilience on education innovation is 0.30; and (5) The effect of parenting self-efficacy on education innovation is 0.31. The suggestionsgiven by parents and the people of Yogyakarta are: (1) Improving financial arrangements for parents; (2) Increase the spirit of involvement for parents on learning of children at home; (3) Emphasizing the importance of learning models and education innovation for parents so that they can pay attention to children's success; (4) Continue to make efforts to improve the abilities and skills of parents so that they can play an important role for parents in children's education.

show abstract

“…Thus, the agenda of access and equity invoked in the social justice perspective in science education involves varying entry points including epistemological concerns, e.g., the integration of other knowledges (multiscience approach) in the science curriculum and research on science education (Aikenhead & Jegede, 1999;Cajete, 1999;Gitari, 2003Gitari, , 2006Hewson, 2015;Hodson, 1993;Kim et al, 2017;Ogunniyi, 1988Ogunniyi, , 2011; race, diversity, and social conditions of learning science in urban settings (Atwater, 2010;Barton & Tan, 2018;Emdin, 2011;Roth & Lee, 2004); appropriation of school science in everyday life, informal education, and care for the environment and ecosystems (Dawson, 2017;Burke et al, 2018;Pedretti & Nazir, 2011); disrupting of the neoliberal agenda in STEM (Alsop & Bencze, 2012;Ellison & Allen, 2018;Carter, 2005;Kumashiro, 2018). Work on social justice is evident in other STEM disciplines: technology and engineering (Ezeife, 2016); Mathematics (Dahl, 2008;Esmonde, 2014;Ezeife, 2016;Gates & Jorgensen, 2009;Varghese & McCusker, 2006).…”

Section: Social Justice Perspectivementioning

confidence: 99%

“…The science/STEM education literature advises nation states to be informed of hybridized factors inherent in the environment in which STEM curricula is implemented (Ellison & Allen, 2018;Kumashiro, 2018). Being cognizance requires reform stakeholders to develop in-depth and extensive theoretical frameworks for STEM curricula.…”

Section: Is the Enactment Of Endogenous Stem Probable In Kenya?mentioning

confidence: 99%

A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

Gitari

Foster

Mashhadi

2020

cie-eci

View full text Add to dashboard Cite

This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.

show abstract

Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education

Cited by 24 publications

References 32 publications

Teachers’ Views on the Use of Information and Communication Technologies (ICT) in Education Environments

Teachers’ Views on the Use of Information and Communication Technologies (ICT) in Education Environments

The Impacts of Covid-19 Pandemic: External Shock of Disruption Education and Financial Stress Cohesion

A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

Contact Info

Product

Resources

About