Learning design and technology through social networks for high school students in China

Jiang, Hao; Tang, Mingxi; Xiang, Peng; Liu, Xiaoli

doi:10.1007/s10798-016-9386-8

Cited by 10 publications

(9 citation statements)

References 5 publications

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“…Not only is it necessary for them to show competence in the use of ICT tools, but they are also required to make didactic use of them. There has been a large amount of international investigation on this subject, highlighting the insufficient pedagogical training that future teachers often have to face these challenges (Jiang, Tang, Peng, & Liu, 2018;Khan, 2017).…”

Section: Discussionmentioning

confidence: 99%

Promoting Professional Development for Teachers Through a Scale of Competence Assessment

García‐Martínez

Ferra

Ubago-Jiménez

et al. 2019

RESSAT

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Competencies are a key factor in the professional development of teachers. Additionally, Information and Communication Technologies (ICTs) in education are becoming increasingly important due to their potential in the field of education. The combination of both makes it easier to perform a comprehensive assessment of the level of competences of students in the Teacher Degree. The design of tasks and activities in order to promote their assessment enable classroom intervention. Indeed, this paper presents how ICTs have been used in university teaching. In order to respond to the evolution of training needs, we present a valid and reliable evaluation tool for professional competencies and learning results for prospective teachers (Pre-School and Primary Education). We applied for students from the Teacher Degree in their practicum period. Indeed, different learning and assessment tasks have been designed, some related to “correct” or “incorrect” teaching practices. This implies that the students have not only to do their tasks but to identify and to differentiate what is correct in their professional development. Finally, the instrument enables the assessment of the level of professional competencies acquired by prospective teachers during their training period.

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Section: Discussionmentioning

confidence: 99%

Promoting Professional Development for Teachers Through a Scale of Competence Assessment

García‐Martínez

Ferra

Ubago-Jiménez

et al. 2019

RESSAT

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show abstract

“…Following the assumptions of Vygotsky's Zone of Proximal Development (ZPD), justified in some works such as in the one of Fernández-Díaz et al (2017) or Yakın and Tınmaz (2015), the nature of SNSs promotes interaction, reflection, exchange of information, and collaborative knowledge construction among stakeholders. In this context, these characteristics are likely to generate spaces for the collaborative construction of learning (Al-Rahmi & Zeki, 2017;Asterhan & Bouton, 2017;Cabero & Marín, 2014;Charles, 2012;Chugh & Ruhi, 2018;Dewick & Miozzo, 2004;Esquivel & Rojas, 2014;Jang, 2015;Jiang, Tang, Peng, & Liu, 2018;Junco, Elavsky, & Heiberger, 2013;Keng & Ching, 2015;Liccardi et al, 2007;Ling, 2014;López-Bonilla & López-Bonilla, 2013;Manca & Ranieri, 2017;Maroulis & Gomez, 2008;Mccarthy, 2010;Morón, López, & Cobos, 2017;Phungsuk, Viriyavejakul, & Ratanaolarn, 2017;Ricoy & Feliz, 2016;R. B. Wang & Du, 2014).…”

Section: Teacher-student Interaction and Communicationmentioning

confidence: 99%

“…Aiming to create collaborative environments, Phungsuk et al (2017) argued the need to create a "virtual learning environment" in which the SNSs are the communication system that allows students to have collaborative experiences. Authors such as Jiang et al (2018) have pointed out that the type of collaborative relationships created while using SNSs for educational purposes are more equitable and egalitarian as they offer the same opportunities for participation to all students.…”

Section: Teacher-student Interaction and Communicationmentioning

confidence: 99%

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Garrido

Moya

Morancho

2021

J. New Approaches Educ. Res.

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This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.

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“…The problems the high school students were faced with included strong competition for limited university places and parental perceptions that drawing, and painting skills were of primary importance. According to Jiang et al (2018), "students [in high schools] have long been educated in a way in which innovation and creativity are encouraged less than memorizing knowledge and applying it in various competitions through which a student can become more recognized " (p. 192). The authors implemented a collaborative web-based framework (a social media application) which integrated aspects of DT within the curriculum design.…”

Section: Asian Studiesmentioning

confidence: 99%

“…Decisions about the student work appeared democratic owing to a voting system that was implemented. The authors evaluated the learning through questionnaires, observations and interviews, and they concluded that online sharing was useful because it eliminated arguments as students were more concerned with organising their ideas, language, and efficiency (Jiang et al, 2018).…”

Section: Asian Studiesmentioning

confidence: 99%

Students crossing cultural boundaries within a transnational design course in China: An activity theory analysis

Saris-Brandon¹

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<p>The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy. Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms. Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by an interweaving of Confucian thought within contemporary social and political tenets (e.g., striving for perfection). The analysis revealed that familiar and unfamiliar learning practices, including previous models encountered by students in the classroom, together with an adjustment to new practices, directly impacted student actions. Imported educational practices resulted in tensions and contradictions between step-by-step and iterative design thinking processes, and collaboration within the division of labour. Non-creative and creative activity outcome conclusions were drawn, and it is argued that a fresh perspective emerged. A creative craft practice situated within its historic and cultural context exists at HNCU. Key to the idea of creative craft practice is that historic and current sociocultural contexts participate in the creative process and contextual elements such as materiality, and teaching practices which use imitation, repetition and precedents, are assembled. The practice contained deeply intertwined student object-oriented motives of product over process, and productions of excellence or perfection. Over time, the efficacy of these motives, alongside drawing from examples for conceptual development, led to enhanced student agency and engagement. This overall finding challenges the creativity deficit belief about students from China, and the originality syndrome imposed on VCD students. The contribution is timely owing to a dearth of studies about graphic or VCD education in general and the potential influence of transnational teaching on creative design process learning in China.</p>

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Learning design and technology through social networks for high school students in China

Cited by 10 publications

References 5 publications

Promoting Professional Development for Teachers Through a Scale of Competence Assessment

Promoting Professional Development for Teachers Through a Scale of Competence Assessment

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Students crossing cultural boundaries within a transnational design course in China: An activity theory analysis

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