Nearpod: An Effective Interactive ICT Tool for Teaching and Learning Through Google Meet

Naik, Anil S; Kathavate, Pravin N.; Metagar, Shivappa M

doi:10.1007/978-981-16-3945-6_26

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…To help students gain knowledge of scientific concepts and develop research skills, there are various digital technology and applications available, including Nearpod, physics educational technology (PhET), and Generation Genius (GG) (Naik et al, 2022). Nearpod is especially useful in filling in skills and knowledge gaps as the tool has collaborated with Android-based PhET simulations.…”

Section: Tools and Applications Used During Emergency Remote Teaching...mentioning

confidence: 99%

“…While the use of PhET simulations was positively evaluated by current research (Naik et al, 2022) for student engagement and autonomous study, teacher-led demonstrations appeared to be more dominant than the use of simulations. Due to this, the evaluation of PhET was very low with limited reflection on how beneficial and engaging this technology can be in remote learning environments.…”

Section: Evaluation Of Tools and Applicationsmentioning

confidence: 99%

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Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic

Morrison,

Vlachopoulos

2023

CONT ED TECHNOLOGY

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Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.

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Section: Tools and Applications Used During Emergency Remote Teaching...mentioning

confidence: 99%

Section: Evaluation Of Tools and Applicationsmentioning

confidence: 99%

Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic

Morrison,

Vlachopoulos

2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

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“…They enable collaborative learning while reducing teacher effort. They can interface with a range of technologies and other platforms for ease of use, and typically have built-in security features (Naik, Kathavate, and Metagar, 2022).…”

Section: Types Of Digital Toolsmentioning

confidence: 99%

Confronting Misinformation in the Civics Classroom

Owen

2023

Preprint

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Elementary and secondary school civics, social studies, and American government teachers routinely confront misinformation in their classrooms from a range of sources. The rise in the use of digital tools in civics classes during the pandemic coincided with an increase in the amount of misinformation teachers regularly encountered. While facilitating broad access to content and discussion is a major benefit of digital tools, they also can open gateways to misinformation. This study examines whether there is a connection between pedagogies that employ digital tools and teachers’ experience with misinformation in elementary and secondary school classrooms. The core research questions addressed are: Is the amount of misinformation teachers encounter in the classroom associated with their use of digital tools for instruction? And are differences in how much misinformation teachers encounter related to the types of digital tools they use?

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Nearpod: An Effective Interactive ICT Tool for Teaching and Learning Through Google Meet

Cited by 2 publications

References 6 publications

Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic

Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic

Confronting Misinformation in the Civics Classroom

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