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Why our teaching in higher computing education should address sustainability
Full text linkThis lightning talk argues for the following statement: "No major subject
in computing education should be taught without linking it to sustainability
Criteria in English language textbook evaluation checklists: a systematic review
Full text linkThe systematic review was carried out to examine evaluation criteria in textbook evaluation checklists used to evaluate ESL/EFL textbooks around the world and to identify gaps and additional criteria that could be included in future textbook evaluation checklists to meet the demand of current teaching and learning situations. Two databases - Scopus and the Web of Science - were explored to collect data. Primary searches between 2011 and 2021 revealed 92 studies dealing with the topic under investigation. After scrutinizing abstracts and removing duplicates, 36 studies were retained for further analysis. A thematic analysis was conducted to derive themes for the criteria enlisted in these studies. The themes of criteria that emerged were: (1) practical considerations; (2) layout and design; (3) language skills; (4) language activities and tasks; (5) topic/subject of the content; (6) appropriateness for students; (7) cultural considerations; (8) supplementary materials; and (9) fitness with the language program aims and objectives. It is recommended that future textbook evaluation checklists could focus on criteria that relate to an ESL/EFL textbook’s relatability to its users, especially in terms of its culture representation, its ability to enable self-study, and a wider integration of technology, especially in the era of online distance learning which is expected to stay even if the COVID-19 pandemic subsides later
Maskinlæring og studentlæring
Full text linkUniversitetet og utdanningsprogramma må alltid endra seg etter kvart som verda rundt endrar seg. Rollene i arbeidsmarknaden endrar seg som fylgje av ny teknologi. Kompetansen som studentane treng for å fylla desse rollene er difor ikkje den same som i forrige generasjon. Eit av trendorda er 21st Century Skills. Sjølv om dette ikkje er heilt veldefinert er der ein tydeleg og sentral eigenskap. Dette er kompetanse som maskinene ikkje vil klara å overta. For å granska kva som ligg i dette i praksis, vil denne artikkelen samanlikna maskinlæring med studentlæring, både med tanke på korleis dei lærer og kva dei kan læra
Teaching by the Book: Teacher Decision-making while using Structured Lesson Plans
Full text linkThe purpose of this paper is to present a methodology for understanding materials usage in primary classrooms in Sub-Saharan Africa that centers teachers’ actions and voices. The United Nation’s Sustainable Development Goal 4 focuses on improved primary education around the world. To meet this goal, many large, donor-funded interventions aim to improve education through provision of teacher’s guides and student textbooks. However, what many of these interventions lack is a systematic way to understand how and why teachers are making pedagogical decisions while using materials. There is a large body of work that seeks to understand how teachers make decisions as they teach, and the ways these decisions are influenced by their knowledge and beliefs. Drawing from this work, we describe a methodology and set of tools that uses observations and interviews to identify key decisions that teachers make in the classroom and why teachers made those decisions. We piloted and iteratively refined this methodology over the course of three studies and use examples from these studies to illustrate the methodology. By closely observing and listening to teachers, we gain insights that allow us to continually refine and improve materials to ultimately improve the quality of classroom instruction
Computational Thinking through Geometric Understanding: A Case Study on Programming in Mathematics Education
Full text linkAccording to the 2020-updated curriculum for the Norwegian lower middle school, algorithmic thinking and computer programming are necessary student skills that are to be implemented in the mathematics education. Despite the curriculum update, many mathematics teachers lack competence and experi-ence in computer programming, and do indeed struggle to integrate algorithmic thinking in their teaching. Therefore, there is a need for specific teacher re-sources, such as simple but efficient readily developed education programs that can easily be adapted, extended, and applied, either as whole or as inspiration for teachers in their own classrooms. The contribution of this article is twofold: Firstly, we present an education program that aims to introduce basic program-ming concepts, such as loops and logical conditions, to lower middle school stu-dents through their existing understanding of geometry. Secondly, we report on a pilot study where the education program was taught by three teachers in their respective classes over a period of three weeks in a Norwegian lower middle school. The students’ development in algorithmic thinking strategies and problem solving skills over the course of the education program was assessed with a generalized pre- and post-test. The results indicate that students with low to me-dium test score in the pre-test achieved the greatest improvement (approximately 100-300% increase in test score), whereas students with medium to high test score in the pre-test performed slightly worse after the education program