Editorial: Student voice. Listening to students to improve education through digital technologies

Manca, Stefania; Grion, Valentina; Armellini, Alejandro; Devecchi, Cristina

doi:10.1111/bjet.12568

Cited by 21 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite a growing number of studies into technological adoption within teaching and learning in higher education (Habib & Johannesen, ; King & Boyatt, ; Paiva, Morais, Costa, & Pinheiro, ) there is a need for studies that explicitly consider technology and assessment utilisation of academic staff (Bennett et al , ; Deeley, ). Studies which focus on student’s perspectives of technology and assessment prevail including a critical emphasis on the student voice within digital technology use (Manca, Grion, Armellini, & Devecchi, ). Examining the experiences of staff who are responsible for the design and implementation of TfA is also an essential perspective (Bennett et al , ; Kirkwood & Price, ; Paiva et al , ).…”

Section: Introductionmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

show abstract

Section: Introductionmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Previous study has demonstrated the value of understanding of the students and comments for teachers utilizing technologies (Manca et al 2016;Wright 2015). The school context provides the impetus for her to explore and develop her teaching -for the sake of the students and her own ideals of what constitutes "perfect teaching".…”

Section: Job Motivationmentioning

confidence: 99%

Unpacking Teacher’s Self-understanding in Technology Use during COVID-19 Pandemic

Assidiq

Rochsantiningsih

Drajati

2021

Rand. Inter. Edu. Ling. Sci. J.

View full text Add to dashboard Cite

The spread of Covid-19 virus has suddenly forced face-to-face learning into online learning. These sudden changes give impacts to professional teaching and learning practices of teacher, teacher not only gives the material but also use technology maximally during this pandemic. The role of teachers and their professional self-understanding has become increasingly complex. This current study led to know about the teacher’s self-understanding in the use of technology during the pandemic. Based on the purpose of the study, this study adopted a small-scale case study with one participant who is an EFL teacher from one of private senior high school in Surakarta, Indonesia. This case study used semi-structure interviews and classroom observations for collecting data techniques. To collect the data, researcher used teacher’s self-understanding theory from Kelchtermans (1993). These teacher’s self-understanding has five components, (1) self-image; (2) self-esteem; (3) task-perception; (4) job motivation; and (5) future perspective. After collecting the data, researcher applied an interactive model analysis. The results showed that (1) teacher’s self-understanding in the use of technology becomes more positive. This understanding brings teacher to become part of booster teaches conducted by The Ministry of Education and Culture, and (2) the inclusion of informal, self-initiated, and self-regulated procedures has supported the modifications of these components of teacher’s self-understanding when she used technology.

show abstract

“…Secondly, valuing and taking students' views into account may strengthen their commitment to their teachers and their school (Öqvist and Malmström 2016). If this makes them feel more like 'subjects' in teaching, rather than 'objects' for teaching, they will hopefully enjoy a more positive learning environment (Manca et al 2016). Third, it has been found that students who regard their learning environment as positive perform better academically (Back et al 2016;Dorman and Adams 2004) and experience positive student-teacher relations (Raufelder et al 2016;Wubbels et al 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Frelin (2010) argues that teachers' efforts to build relations and acknowledge students' views are central components of teacher professionality in making situations 'educational'. A fourth and final reason is that teachers' interests in students' views of teaching and learning can be a powerful factor in teachers' professional development (Manca et al 2016;Messiou and Ainscow 2015;Messiou et al 2016;Witte and Jansen 2016). For instance, Messiou and Ainscow (2015) claim that teachers who are more responsive to student diversity and engage with students' views stimulate students' alternative thinking, encourage experimentation and positively contribute to their own professional development and improvements at school.…”

Section: Introductionmentioning

confidence: 99%

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

2018

View full text Add to dashboard Cite

This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used 'ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well' and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. 'Clarity' was the most prominent theme, followed by 'teachers' 'ICT skills', 'uses ICT in a good way', 'fun factor', 'puts information on the LMS', 'varies the teaching methods', 'demonstrates how to use ICT' and 'general pedagogical skills'. The results show that although the specific focus is on students' views of their teachers' use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher's use of ICT in teaching differently.

show abstract

Editorial: Student voice. Listening to students to improve education through digital technologies

Cited by 21 publications

References 10 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Unpacking Teacher’s Self-understanding in Technology Use during COVID-19 Pandemic

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

Contact Info

Product

Resources

About