This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
AN EXPLORATION OF THE RELATIONSHIP BETWEEN MODERN FOREIGN LANGUAGE (MFL) TEAC...IJITE
A study was carried out with 33 teachers of Modern Foreign Languages (MFL) to obtain information on
the interaction of classroom professionals with Computer Assisted Language Learning (CALL) and digital
technologies in Second Language (L2) education. MFL teachers were recruited through Facebook groups
in the UK. Research subjects were asked to fill out a questionnaire with CALL-specific statements.
Significantly, participants recognised a gap in practice versus the expectation of CALL in the MFL
classroom. Overall, participants were shown to be interested adopted and daily users of CALL who
appreciated its ease and importance for teaching and learning in L2 pedagogy.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
AN EXPLORATION OF THE RELATIONSHIP BETWEEN MODERN FOREIGN LANGUAGE (MFL) TEAC...IJITE
A study was carried out with 33 teachers of Modern Foreign Languages (MFL) to obtain information on
the interaction of classroom professionals with Computer Assisted Language Learning (CALL) and digital
technologies in Second Language (L2) education. MFL teachers were recruited through Facebook groups
in the UK. Research subjects were asked to fill out a questionnaire with CALL-specific statements.
Significantly, participants recognised a gap in practice versus the expectation of CALL in the MFL
classroom. Overall, participants were shown to be interested adopted and daily users of CALL who
appreciated its ease and importance for teaching and learning in L2 pedagogy.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Nowadays E-learning become new way of learning
and teaching in higher education. The modern technologies
particularly Information and communication technologies, Web
2.0 and the Internet, made higher education no longer limited to
the classroom. The purpose of this paper is to investigate
lecturers' attitudes toward ICT and integration of E-learning
system in higher education. Also the study examine the factors
influencing lecturers' attitudes towards ICT and e-learning
system. The study was conducted at University of Tetovo, one of
the largest public universities of the Republic of Macedonia,
where the language of study is the Albanian language. The
research developed an extended Technology Acceptance Model
(TAM) model for predicting the integration of E-Learning.
Statistical analysis was conducted to assess lecturers' attitudes
towards integration of e-learning, and to analyses the
relationships between their attitudes and their demographic
characteristics, perception of usefulness of technology, perception
of ease of use of the technology, skills abut technology and
previous experience and usage the technology that predict the
integration of e-learning system. The findings of the study show
that there existed positive relationship between these factors and
prediction of the integration e-learning. The findings of this study
reveal that the lecturers have a positive attitude towards elearning
as well lecturers who are familiar about computer and
information and communication technology differ in their
attitude towards e-learning when compared to the lecturers who
are not familiar with technology. Attitude plays a vital role in
using technology as a strong tool for a positive change.
Questionnaire was used to collect data from a sample of 49
lecturers from different program studies. Statistical techniques
are used for the analyses of data. The findings indicate that
lecturers have an important role in prediction of the integration
of E-Learning system in University of Tetovo. The reported
findings might be of interest to academics, administrators, and
decision-makers involved in planning, developing and
implementation of e-learning in University of Tetovo and similar
universities in developing countries.
Editorial: Using Technology Tools, Perceptions and Motivations to Use, and In...eraser Juan José Calderón
Editorial: Using Technology Tools, Perceptions and Motivations to Use, and Institutional Limitations in the Adoption of E-learning .Denise Gaspard-Richards.
The University of the West Indies, Open Campus, Trinidad and Tobago
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Nowadays E-learning become new way of learning
and teaching in higher education. The modern technologies
particularly Information and communication technologies, Web
2.0 and the Internet, made higher education no longer limited to
the classroom. The purpose of this paper is to investigate
lecturers' attitudes toward ICT and integration of E-learning
system in higher education. Also the study examine the factors
influencing lecturers' attitudes towards ICT and e-learning
system. The study was conducted at University of Tetovo, one of
the largest public universities of the Republic of Macedonia,
where the language of study is the Albanian language. The
research developed an extended Technology Acceptance Model
(TAM) model for predicting the integration of E-Learning.
Statistical analysis was conducted to assess lecturers' attitudes
towards integration of e-learning, and to analyses the
relationships between their attitudes and their demographic
characteristics, perception of usefulness of technology, perception
of ease of use of the technology, skills abut technology and
previous experience and usage the technology that predict the
integration of e-learning system. The findings of the study show
that there existed positive relationship between these factors and
prediction of the integration e-learning. The findings of this study
reveal that the lecturers have a positive attitude towards elearning
as well lecturers who are familiar about computer and
information and communication technology differ in their
attitude towards e-learning when compared to the lecturers who
are not familiar with technology. Attitude plays a vital role in
using technology as a strong tool for a positive change.
Questionnaire was used to collect data from a sample of 49
lecturers from different program studies. Statistical techniques
are used for the analyses of data. The findings indicate that
lecturers have an important role in prediction of the integration
of E-Learning system in University of Tetovo. The reported
findings might be of interest to academics, administrators, and
decision-makers involved in planning, developing and
implementation of e-learning in University of Tetovo and similar
universities in developing countries.
Editorial: Using Technology Tools, Perceptions and Motivations to Use, and In...eraser Juan José Calderón
Editorial: Using Technology Tools, Perceptions and Motivations to Use, and Institutional Limitations in the Adoption of E-learning .Denise Gaspard-Richards.
The University of the West Indies, Open Campus, Trinidad and Tobago
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Que Fatores para a Utilização de Recursos Educativos Digitais no Processo de ...Cornélia Castro
In Actas do XII CONGRESSO INTERNACIONAL GALEGO-PORTUGUÊS DE PSICOPEDAGOGIA, 11-13 de Setembro de 2013, Instituto de Educação, Universidade do Minho, Braga.
Comunicação apresentada no VII Seminário e-Learning organizado pelo centro e-Learning da TecMinho/Gabinete de Formação Contínua da Universidade do Minho no âmbito das actividades paralelas à Qualific@ - Feira de Educação, Formação, Juventude e Emprego.
Porto, Exponor
01 de Abril de 2011.
Dia do novo_aluno_07_ maio 2010_profcorneliaFQCornélia Castro
Artigo escrito para o jornal «Dito e Feito» da escola, a propósito da participação da turma 10.º C e da professora nas comemorações dos 12 anos da escola.
Actividades desenvolvidas pelos alunos e professora de FQ A da turma.
07 de Maio 2010
Laboratório de Química
This is one of the inumerous powerpoints that find us by mail.
I thought the message in this one was worthy be spreaded by other ways than e-mail......
And here it is...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in Higher Education
1. Cognitive Communication 2.0 in the Classroom –
Resonance of an Experience in Higher Education
Sérgio André Ferreira1, Cornélia Castro1 and António Andrade2
1
School of Education and Psychology, Portuguese Catholic University, Oporto,
Portugal
2
School of Economics and Management, Portuguese Catholic University,
Oporto, Portugal
sergioandreferreira@gmail.com
corneliacastro@gmail.com
aandrade@porto.ucp.pt
Abstract: The communication in the classroom is often carried out on a one-to-many basis, with the teacher,
before an audience of dozens of students, playing a traditional role. In this context, still commonly practiced, it is
pertinent to introduce mechanisms of interaction mediated by technology, since research shows a significant
correlation between the use of technology, the time spent in social media and the engagement of students. In
fact, literature shows that social media has attracted the interest of academics more likely to use technology in
education, who thereby seek new ways to motivate their students to a more active learning. The adoption of
cognitive communication 2.0 morphology, in traditional contexts such in communication one-to-many, is a
challenge to be overcome. We consider so of great importance creating and evaluating resources and
pedagogical practices that are aligned with this new paradigm. In this study, we intend to make a contribution to
understanding the problematic of the morphology of cognitive communication in the context of the classroom in
Higher Education, with the integration of web 2.0 tools. On the approach to the problem, we have explored a
PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the
characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on
literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii)
technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behaviour in the
classroom; vi) negative behaviour in the classroom. The goals of this study are: i) to validate the instrument for
data collection, ii) to assess the perceptions of students regarding the effects of the resource and pedagogical
practices used in the classroom dynamics iii) to set in context and to relate the cognitive communication 2.0 in
the classroom with other components of the Hybrid Institutional Personal Learning Environment. This is an
exploratory type research, since it seeks to provide a greater familiarity with the problem and to identify
dimensions and items to be included in the questionnaire. The data collected will be processed under a
quantitative perspective. Considering, therefore, the nature of the study we did not seek to establish correlations
between variables, but only to identify trends, using descriptive statistics. It is expected that the results obtained
will contribute to the articulation of web 2.0 tools with traditional cognitive communication in the classroom, in
such a manner that positive impacts will result in pedagogical and technological effectiveness and thus in
students learning achievements.
Keywords: classroom; cognitive communication; learning; micro blogging; Twitter; web 2.0
1. Introduction
Information Technologies (IT), specially the “web phenomena”, have contributed to changing the way
people work together, share resources, co-produce, co-act and get involved in activities that benefit
all (Fuchs et al., 2010). Nowadays, expressions such as “collaborative learning”, “learning
communities”, “media in education”, “social media” and other similar ones, are essential in educational
investigation. However, research on these topics focuses on online environments or face-to-face
groups of limited size. Studies in which these principles are applied to a classroom with dozens of
students are rare.
In fact, research shows that the classroom has been losing its historic centrality in favour of new
agglutinating poles such as the Personal Learning Environment (PLE) and the Social Learning
Network (SLN), usually associated with spaces outside the classroom – Cloud Learning Environment.
However, despite the development of on-line learning systems and b-learning, classroom learning is
still largely dominant, and the organization of activities continues to have the classroom learning as
the nucleus. Hence the importance of designing activities and creating resources that, in conjunction
with this new paradigm, promote the exploration of the potential of the new ways of learning that
dominate the Cloud Learning Environment.
2. Sérgio André Ferreira et al.
This article aims to contribute to the study of the issues related with the cognitive communication
morphology in classroom lectures, as part of Higher Education, where often the communication is
done from one-to-many. To do so we started with a PowerPoint presentation with the integration of
micro blogging tool Twitter, as a basis for addressing the characteristics of communication 2.0 in
classroom in lectures of a more expository nature.
The methodology of data collection used was a questionnaire built based on literature review, with
which we intended to assess various dimensions of the resource used in classroom lectures and to
verify if the integration of Twitter in the presentation contributes to the upgrading of a cognitive
communication 1.0 (one-way communication, one-to-many, low or non-existent interaction) to
cognitive communication 2.0 (many-to-many, interaction between all the participants). The results of
this study are preliminary and intended to serve as a preliminary approach to the subject.
2. Related work: Change challenges and pedagogical innovation in
institutions of higher education through technology
New ways of communicating and interacting in a society immersed in technology are intrinsically
linked to the imposition of new ways of teaching and learning, which results in the redefinition of
political and pedagogical models. Social and economic factors call for the use of technology as
pedagogical support. Mark Prensky (2001) was the first to use the term "digital natives", which is
associated with expressions such as "residents", "Generation Y" or "Net Generation”. These students
grow up in environments immersed in technology and have different preferences and skills in key
areas related to education, particularly in making use of the immense potential of web 2.0 (Castañeda
& Soto, 2010; Kennedy et al., 2009), especially social software tools (blogs, micro blogs, sites of
video sharing, social media, wikis or podcasts), which facilitate not only the emergence of
communities of users, but also the involvement in social media.
Despite the characteristics of this new generation of students, we cannot assume that all who reach
higher education already possess the necessary skills to use web 2.0 technologies such as learning
tools (Castañeda & Soto, 2010). On the other hand, it is also observed that the Higher Education
Institutions (HEIs) are still inadequately prepared to work with students who have completely different
technical skills and learning preferences (Bennett, Maton, & Kevin, 2008).
To address this complex situation, the HEIs must create programmes and define methodologies that
enhance the use of the enormous educational potential of web 2.0. Thus, it is expected that students
will develop learning skills in this context and increase their motivation and, as a result, will increase
the chances of achieving good academic results.
In the current scenario, it matters that HEIs reconcile their conception of the educational process with
new ways of learning and student expectations. The HEIs should not overlook the fact that IT offers
the students the opportunity to control and manage their own learning beyond the institutional vision.
The globalization of the sources of knowledge, that brings the world to the school and the growing
importance of social media and collaborative work of smart mobs (Tapscott & Williams, 2008)
emphasize the value of the Social Learning Network (SLN), which creates the need for the HEIs to
evolve to a Hybrid Institutional Personal Learning Environment (HIPLE) architecture, as a bridge
between the vision of the institution and the Personal Learning Environment (PLE) of the student.
The introduction of technology in the facilitation of cognitive function in education means a challenge
for applied research with very complex and slow progress. Among the changes that have been
introduced in training models under e-learning, b-learning and face-to-face, it is in the latter where the
pace of change is slower. A. D. Figueiredo (2009) states that the HEIs’ face-to-face model is also the
most traditional one and, in essence, it is based on four functions: i) transmission of content provided
by lectures, often masterful, ii) application of concepts, iii) group work and iv) evaluation. These
functions are shown in table 1.
Therefore, the classroom continues to be a place of excellence in the communication of knowledge
that includes multiple educational concepts. In particular, there is, above all, the transmission of
information from one-to-many, dialogue, teamwork and role-playing. When technology is used it is
explored in the context of the laboratory. Personal computers, tablet PCs or smart phones are poorly
explored. In this context, highly practiced, it is pertinent to introduce mechanisms of interaction
mediated by technology, since research shows a significant correlation between the use of technology
3. Sérgio André Ferreira et al.
and time spent with social media and students engagement (Chen P., 2010; Junco, Heiberger, &
Loken, 2010).
Table 1: Pedagogical face-to-face dominant model in the HEIs (Figueiredo, 2009)
Pedagogical face-to-face model
Transmission of content Lectures
Lectures
Application of concepts
Lectures and practical lessons
Practical lessons
Group work Laboratories
Projects
Tests/exams
Evaluation Projects
Essays and Presentations
In fact, it has been observed that the social media – a collection of Internet web sites, services and
practices that support collaboration, community building, participation and sharing – has attracted the
interest of academics more likely to use technology in education and who seek new ways to motivate
their students to a more active way of learning (Junco, et al., 2010).
In this study we focus on the context of the lectures, where teachers are faced with numerous
students and have the need to activate mechanisms of direct instruction, either to save time, or
because this is the teaching model that they are comfortable with. Electronic presentations as a way
to transmit knowledge are a means commonly used in these classes (James, Burke, & Hutchins,
2006).This is a reusable resource, a facilitator of discourse organization and an integrator of multiple
media which can serve different learning styles, as well as becoming a stepping stone of motivation
and it is also conducive to note taking by students.
These presentations are massively materialized on technologies such as PowerPoint and Prezi which
have mechanisms to support text, video, image, flash animation and sound, but they also have the
ability to interact with the so-called web 2.0 systems, such as the micro blogs. A PowerPoint or a
Prezi presentation can therefore be linked with the micro blogging application Twitter, allowing the
teacher the opportunity to speak to his students.
Recent research about the use of Twitter in academic work shows that although 85 % of
undergraduates have a Facebook account, teachers prefer to integrate Twitter into the process of
teaching and learning (Junco, et al., 2010). In the category of micro blogs, Twitter, designed in 2006
by Jack Dorsey, allows users to share messages up to 140 characters. This system also allows
sending messages to a direct channel specifically created to exchange information (# hashtags) and
the vote for alternative options which are placed under review (by vote tweet @ x key_word).
Individual or business initiatives (Elliot, 2011) have developed ADD-INS for Prezi and PowerPoint,
allowing the following dynamics for those who have a Twitter account (teachers and students):
Creation of a channel (not compulsory) for comments on the presentation that is being made;
Students can comment directly on Twitter what they see and listen in the classroom as well as
what they read from sharing with peers (virtual classroom);
The teacher may have prepared additional comments for each slide, that hidden in "notes", can
be sent to Twitter whenever it is projected;
The teacher can capture and project in all, or in some of the screens, what is being shared on
Twitter;
The teacher can ask multiple-choice questions that are answered on Twitter, and the percentages
of the responses for each option can be projected in a slide.
This model of communication in the classroom will increase the level of participation by: i) providing
voice and turn to all the students, ii) facilitating and asking for the participation of more reserved
students in oral participation iii) engaging the learning community in discussions about the theme and
iv) exploring the acuity of young people to use IT.
4. Sérgio André Ferreira et al.
3. Evaluation methodology
As a methodological approach to the problematic of the morphology of cognitive communication 2.0 in
the context of the classroom, we used a PowerPoint presentation with the integration of Twitter. The
exploitation of this resource was made during lectures to several masters classes, at the Portuguese
Catholic University – Regional Center of Porto (Catholic – Porto). In table 2 the demographic
characteristics of the participants in this study are shown.
Table 2: Demographic aspects of the investigation
Total 122
Gender Male: 29% Female: 71%
20 to 29 years old: 37 %
Age 30 to 39 years old: 26 %
Group 40 to 49 years old: 20 %
50 to 59 years old: 17%
Marketing: 3 %
Services: 3 %
Education and Music: 15 %
Computing and Education: 3 %
Training Pedagogical Supervision: 22 %
Undergone Religious Sciences: 4 %
Wounds and Tissue Viability: 4 %
Infection and Health Care: 8 %
School Management and Organization: 15 %
Childhood Education and Special Education: 23 %
The way the operationalization of the resource was made is represented, in schematic form, in Figure
1: the integration of Twitter in PowerPoint, with reference to a hashtag #, through which students
could ask and answer questions, vote on matters presented and answer multiple choice questions.
Thus, the electronic presentation, not only had the traditional function of transmitting information from
one to many, but it was also intended to foster interaction content-students, teacher-students,
students-students. The integration of Twitter in an electronic presentation, enables, potentially, a
paradigm shift in teaching: to the one-way communication teacher-class is added the value of the
interaction teacher-student-content. The feedback given by students is an important item because it
allows the teacher to suit his speech to the class and answer students' questions and comments that
appear in real-time presentation.
Figure 1: Integrating cognitive technologies in communication
At the end of the sessions, the participants were asked to fill a questionnaire to evaluate the resource.
The convenience sampling technique was our choice. Although not representative of the population ,
this sampling technique had the advantage of being a fast and simple one and, therefore, suitable for
preliminary studies, as in this case.
The questionnaire was made based on literature review (Hu, 2011; James, et al., 2006; Kurilovas,
2007; Nesbit, 2007; Nokelainen, 2006) and consisted of 41 items spread across six dimensions: i)
pedagogical aspects, ii) technological aspects, iii) cognitive learning iv) interactions in the classroom,
v) positive behaviour in the classroom; vi) negative behaviour in the classroom. The six evaluated
dimensions include: i) issues that students identify as central in the quality of digital learning
resources associated to more direct teaching, ii) the perceived effects by students in the field of
learning, behaviour and attitudes. A Likert scale of five points was used.
4. Presentation of results
The overall results of the questionnaire indicate that the respondents recognize the pedagogical and
technological potential of the resource in the six assessed dimensions, as well as its positive effects
on the quality of learning and type of interaction. In Figure 2 the assessment on pedagogical aspects
5. Sérgio André Ferreira et al.
is presented. In the seven analyzed items, the large majority of respondents evaluated the
pedagogical aspects of the course with level four, "agree" and level 5 "strongly agree." The global
average of the seven items corresponds to 55 % of responses at level 4 and 22 % at level 5, and the
importance of level 1 and 2 is negligible (0 % and 4 %, respectively).
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. Scientifically rigorous
2. Pedagogically appropriate
3. It has the correct sequence
4. It facilitates the explanation of abstract concepts
5. It is presented clearly (spelling, grammar, ...)
6. It is easy to understand the goals
7. Appropriate level of detail
Figure 2: Pedagogical aspects
As far as the "technological aspects" is concerned (Figure 3), the respondents commented on the
appropriateness of the use of technology, design, usability, interface, added value compared to
printed material, the potential of technology in facilitating learning, building concepts and skills
development. The average of the eight items of this dimension indicates that 52 % of students "agree"
and 32 % "strongly agree" that the technology used was appropriate and that potentiated learning.
Like in the previous dimension, the number of respondents that gave unfavourable levels of answers
(levels 1 and 2) is negligible.
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. Use of technology appropriate to the content
2. The design is appealing
3. The design facilitates the clarification of the
content
4. The resource is easy to use
5. The interface facilitates navigation
6. The resource is an added value compared to
printed material
7. The used technology facilitates learning
8. The technology helps building concepts and
developing skills
Figure 3: Technological aspects
Regarding "cognitive learning" (Figure 4), if one considers the average of the 11 items on this
dimension: 82 % of the respondents said that they "agree" (47 %) or "strongly agree" (35 %) that the
resource has positive effects. In the average of the 11 items, the value of the terms "strongly
disagree" and disagree" is located at 2 %. However, 7% of the respondents "disagree" and 1 %
"strongly disagree" that the resource facilitates taking notes (item 3).
The potential of the evaluated resource in the "interactions in the classroom" are also recognized by
the students. The average of the five presented items in Figure 5 indicates that 70 % of respondents
"agree" (40 %) or "strongly agree" (30 %) with the positive effects of the resource on this dimension.
The item 1 is the one that meets the highest percentage of negative and neutral answers: 2 %
"strongly disagree" 11 % "disagree" and 35 % "do not agree nor disagree" that the resource leads to a
better knowledge of the classmates in the classroom.
6. Sérgio André Ferreira et al.
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. It helps to improve understanding
2. It facilitates memorizing information
3. It facilitates note taking
4. It favours a more appropriate pace of
presentation
5. It facilitates fluency when transferring
information in the classroom
6. The examples presented become clearer
7. It fosters a better coordination between the
classroom activity and the texts
8. It makes learning more motivator
9. It allows the definition of several ways of
learning
10. It favours the immersion in learning and
encourages further learning of contents
11. Mobilizes prior knowledge
Figure 4: Cognitive learning
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. It leads to a better knowledge of classmates in
the classroom
2. Promotes the will to participate in class
3. It facilitates a closer relationship with the
teacher and classmates
4. It facilitates discussion in the classroom
5. It allows participation via a technological
channel
Figure 5: Interaction in the classroom
The results in the dimension "positive behaviour in the classroom" (Figure 6) are in agreement with
those of the other dimensions. Considering the average of the 7 items, 75% of respondents "agree"
(49 %) or "strongly agree" (26 %) that the resource has positive effects on behaviour in the classroom.
The item 1, which states that the resource helps taking better notes in class, holds the highest
number of negative evaluations (1 % "disagree" and 15 % "strongly disagree"). This result is aligned
with item 7 "it stimulates coming to class to take notes (15 % of respondents answered "disagree") as
well as with item 3 in Figure 4.
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. It helps taking better notes during the lectures
2. The visual images presented in the resource
help to remember the contents during exams
3. It allows a better understanding of the key-
points highlighted during lessons
4. It enhances attention in the classroom
5. This resource is used as a support to group
work, negotiation and dialogue in classroom
6. It helps keeping interest alive during lectures
7. Encourages coming to class to take notes on
important topics
Figure 6: Positive behaviour in the classroom
In the dimension "negative behaviours in the classroom", the scale should be read in reverse: the
more favourable views about the resource are located on level 1 and the less favourable in level 5.
7. Sérgio André Ferreira et al.
Looking at Figure 7 we can conclude that: i) 36 % "agree" and 19 % "strongly agree" that the resource
increases the possibility of keeping side conversations while the teacher presents the subject, ii) 8 %
"agree" and 8 % "strongly agree" that the resource reduces the motivation to be present in class. This
figure (16 %), although low in percentage terms, assumes an important meaning and is not aligned
with the very positive evaluation made to other dimensions and iii) 24 % "agree" and 7 % "strongly
agree" that they are more likely to skip school if they know that the resource will be available on the
web.
Scale
1. Strongly disagree to 5. Strongly agree
NOP. No opinion
Legend
1. It increases the possibility of keeping side
conversations while the teacher presents the
subject
2. It reduces the motivation to be present in class
3. The probability to miss class is higher if the
students know that the resource will be available
on the web
Figure 7: Negative behaviour in the classroom
Table 3 shows the average of responses in each dimension for each course attended. Only courses
with 10 or more students were taken into consideration as it was assumed that courses with fewer
students didn’t have any statistical significance. However, it is important to state that the same class
could integrate students from various courses, which increases the dimension of students in each
session. What was meant by this analysis was to identify possible differences in opinions according to
the type of training. The students from School Management and Organization and Childhood
Education and Special Education courses are the ones that, overall, make a more positive
assessment of the resource used. On the same scale of 1 to 5, the average score for items 1 to 5
(item 6 was not considered in this average as it presents a reverse scale) was 4,3. The less
favourable reviews were noted in the course Pedagogical Supervision, with an average of 3,7.
Although the type and size of the sample do not make it possible to establish correlations between
variables, the results of this preliminary study indicate that there is material for further analysis in this
field.
Table 3: Average of results in each dimension per course
Positive behaviour in
Negative behaviour
Interaction in class.
Cognitive Learning
items 1 to 5
Technology
Pedagogy
Average
in class,
class,
Training
Undergone
Education and Music 3,8 4,1 3,9 3,8 3,8 3,2 3,9
Pedagogical
3,8 3,9 3,9 3,4 3,6 2,8 3,7
Supervision
Infection and Health
4,1 4,0 4,4 4,2 4,0 2,1 4,1
Care
School Management
4,0 4,4 4,5 4,3 4,3 2,5 4,3
and Organization
Childhood Education
4,2 4,4 4,3 4,0 4,2 2,4 4,3
and Special Education
An analysis of differences in various dimensions, by gender, was made in this study. In dimensions 1
to 5 no significant differences are visible. Gender disparities are only visible in dimension 6, which
refers to negative behaviour in the classroom (Table 4). As shown in the three items considered, male
respondents considered that the resource has more negative effects.
8. Sérgio André Ferreira et al.
Table 4: Significant differences per gender
Men Women
1. It increases the probability to keep side conversations while the teacher
3,7 3,2
presents the subject
2. It reduces motivation to be present in class 2,7 2,2
3. The probability to miss classes is higher if it is known that the resource
3,1 2,5
will be available on the web
5. Results discussion and conclusions
Constructivism as a philosophy and pedagogy is now widely accepted and is close to most
contemporary theories of teaching and learning: "constructivism", "situated learning", "social
cognition", "activity theory", "distributed cognition", "ecological psychology", and "case-based
reasoning" (Jonassen, Howland, Moore, & Marra, 2003). Education policies, including the Bologna
process, give expression to these pedagogical models of constructivist nature. In line with this
perspective is the way new generations of students learn: in a more flexible way, not just playing the
role of passive consumers of information, but as active builders in their learning process. The social
media provided by web 2.0 support this new philosophy of learning based on community building,
participation and sharing.
There are several studies about the use of the web 2.0 tools potential as an approach to more
constructivist philosophies. However, few are the studies focused on classroom lectures, where the
teacher faces a class-group, consisting of several dozen of students with the need for direct
instruction, to be able to present a large volume of information in the minimum time. In this context,
which occurs often in higher education, dialogue and interaction are limited.
Figure 8 depicts the morphology of the communication process in a lecture to large groups, in which
the electronic presentation only allows one-way communication, the interaction is not favored and the
student is sent to a more passive role.
Figure 8: Cognitive communication morphology 1.0 in the context of a lecture
Mayer (Pennsylvania State University, 2010) admits the possibility of using resources more
associated with direct instruction to achieve more constructivist approaches. In this study we sought
to determine whether the integration of the web 2.0 tool Twitter micro blogging in a PowerPoint
presentation contributed to the upgrade of a cognitive communication 1.0 to a cognitive
communication 2.0 in the context of a lecture (Hu, 2011). The applied questionnaire allowed to assess
various dimensions of the resource used in the classroom and to verify the changes in the
morphology of cognitive communication. The results indicate that students recognize the potential of
the resource used in the dynamics and dimensions of a cognitive communication situation 2.0, in
particular with regard to: i) pedagogical aspects, ii) technological aspects, iii) cognitive learning; iv)
interactions in the classroom and v) positive behaviour in the classroom.
9. Sérgio André Ferreira et al.
In Figure 9 the results of the resource at interaction level and the direct effects on the student’s
activity are summarized. Twitter integration favours a multidirectional communication and an increase
of the interaction between teacher-student, student-student and student-content. This leads to an
upgrade of the level of cognitive communication from version 1.0 to 2.0. The findings corroborate the
results obtained when applying this questionnaire to a smaller sample (Ferreira, Castro, & Andrade,
2011) and are aligned with other studies, namely: i) the positive effects on learning (Balanskat,
Blamire, & Kefala, 2006; James, et al., 2006; Junco, et al., 2010) and ii) the relation between the use
of technology and the student involvement in school activities (Balanskat, et al., 2006; Chen P., 2010;
Junco, et al., 2010).
Figure 9: Morphology of cognitive communication 2.0 in the context of a lecture
For future studies, it is suggested i) to extend the sample in order to validate the questionnaire and to
allow the study of correlations between variables and ii) to develop a more systemic way of research,
integrating the issue of cognitive communication 2.0 in the context of the classroom in HIPLE context.
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