150 research outputs found
Tuovi 14 : Interaktiivinen tekniikka koulutuksessa 2016-konferenssin tutkijatapaamisen artikkelit
No full textThe publication has a finnish (pages 3-28) and english section (pages 39-68)
Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA
No full textN/
Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs
No full textHow is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated
PROCEEDINGS of ATEE the WINTER CONFERENCE 2018
No full textHow is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated
Teacher’s digital culture: the horizon of Italian participants in a TFA course
No full textThis paper focuses on the way Italian participants in a TFA course about Special Educational Needs shape their digital culture. The research was inspired to the Finnish Opeka project and was realized in November 2017 at the University of Foggia (IT). A 55 Likert-items questionnaire was administered by google module and several analyses were run through SPSS. Namely, a Principal Component Analysis was run by looking for four components structuring the participants’ digital culture, according to literature. Then, the factors reliability and their correlation were calculated. Third, the differences among the four groups of participants composing the sample (Kindergarten, Primary school, Middle school, Secondary school) were analysed through MANOVA. Results show that the four factors differ from those proposed by literature, since they are shaped by a focus on rules and the support of the school community. All the factors have a high level of reliability and are correlated with one another, by characterizing a digital culture functioning as a system of reciprocally influencing components. Then, there are differences among groups especially on two factors, since participants get higher scores as the school levels go from the kindergarten to the secondary school
An expert authoring tool for dynamic scenarios
No full textThe problem of constructing meaningful examples to teach about dynamic objects environments is complex enough to justify the construction of an expert authoring tool, which knows about the physical constraints and the rules governing the dynamic world. Such a tool can be used by teachers, preparing example scenarios and exercises, and by students for on-line active training. We describe the software architecture for the expert authoring tool, which has been implemented taking as test bed the domain of sail boats racing
Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs
No full textHow is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated
Yliopistofysiikkaa laatuaikaoppimalla : teknologiset työkalut yhteisöllisen tutkivan oppimisen tukena
No full textpeerReviewe
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