This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey ...administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This research also considers the interview findings in relation to the dynamics between curriculum design, learning culture and practice when implementing game-based learning. A strong link was found between how learning is designed to incorporate digital games, the theories and strategies that have been used in the context of a given curriculum and how these are realised in practice within the classroom. The research also showed that teachers are aware that their roles when using new technologies in education have changed. However, because of the lack of necessary training, teachers are not clear on how to adopt these changes. In some respects the curriculum was regarded to be flexible enough to accommodate game-based learning, however, in other respects it was felt that a more radical reform this would be needed. The difference in country-specific curricula, pedagogy and practice highlights the need for a flexible model or approach of embedding digital games into primary classrooms in a way that is sensitive to context. Some practical guidelines based on the current work are also provided.
The objective of the present study is to detect the inclusive strategies carried out by elementary school teachers for intervention in students with a situation of Social vulnerability. For this, an ...investigation was carried out with a quantitative approach, where the questionnaire-scale on the integration and inclusion of people with educational and diverse needs was applied (Gento, 2008). The sample consisted of 134 professors belonging to the municipalities of Hermosillo and Guaymas, Sonora (Mexico). The results indicate that the professors have an acceptance that the students have knowledge from which they have to start, they show affinity towards human diversity; there is a need for appropriate education and training to provide care; values are promoted, democracy exists and schools assert the right to inclusion. Finally, the use of collaborative work strategies, promotion of values and communication between members is evident. The most frequent vulnerable population are: students with special educational needs, dysfunctional families and socio-emotional problems. The importance of an inclusive vision, professional training and social practices for the effectiveness of inclusive education is concluded.
El objetivo del presente estudio es detectar las estrategias inclusivas efectuadas por los profesores de educación básica para la intervención en estudiantes con una situación de vulnerabilidad Social. Para ello, se realizó una investigación con un enfoque cuantitativo, donde se aplicó el cuestionario- escala sobre la integración e inclusión de personas con necesidades educativas y diversas (Gento, 2008). La muestra se constituyó por 134 profesores pertenecientes de municipios de Hermosillo y Guaymas, Sonora (México). Los resultados indican que los profesores tienen una aceptación de que los alumnos poseen conocimientos de los que hay que partir, muestran afinidad hacia la diversidad humana; se muestra una necesidad de formación y capacitación apropiada para brindar la atención; se promueven los valores, existe democracia y las escuelas hacen valer el derecho a la inclusión. Por último, se evidencia el empleo de estrategias de trabajo colaborativo, promoción de valores y comunicación entre los miembros. La población vulnerable que se atiende con mayor frecuencia son: estudiantes con escasos recursos, necesidades educativas especiales, familias disfuncionales y problemas socioemocionales. Se concluye la importancia de una visión inclusiva, formación profesional y prácticas sociales para la efectividad de la educación inclusiva.
Abstrak: Sejak berkembangnya teknologi infomasi dan komunikasi, banyak klaim dari para teknolog pembelajaran bahwa peran guru akan semakin berkurang dan bahkan berakhir, namun klaim- klaim tersebut ...sampai saat ini tidak terbukti meskipun teknologi multimedia semakin canggih. Di samping itu model-model pembelajaran juga memberikan dukungan terhadap bentuk-bentuk pembelajaran yang semakin individual, salah satunya adalah personilezed learning yang memberi kesempatan setiap siswa untuk maju dan berkembang menurut kecepatan dan kemampuan masing–masing siswa dalam penguasaan materi dan belajar sesuai dengan keinginan dan kemampuannya masing-masing. Dengan demikian, gabungan antara kecanggihan teknologi multimedia interaktif dan meodel pembelajaran individu semakin menguatkan asumsi bahwa peran guru akan berakhir, oleh karenanya tulisan ini ingin mengakaji secara teoritik apakah kekhawatiran tersebut memang relevan secara teoritik praktik. Abstract: Since the development of information and communication technology, there have been many claims from learning technologists that the role of teachers will diminish and even end, but the claims to date have not been proven even though multimedia technology is increasingly sophisticated. In addition, learning models also provide support for increasingly individual forms of learning, one of which is personalized learning which gives each student the opportunity to progress and develop according to the speed and ability of each student in mastering the material and learning according to their wishes and their respective abilities. Thus, the combination of the sophistication of interactive multimedia technology and the model of individual learning further strengthens the assumption that the teacher's role will end, so this paper wants to theoretically assess whether these concerns are indeed theoretically relevant practices.
This study investigated Korean and foreign students' perception of the teacher's role in multicultural online learning environments in Korea. On the basis of a literature review, a survey ...questionnaire was developed and piloted with 248 university students in Korea. The questionnaire was subsequently modified on the basis of the results of the pilot study, and a final 20-item questionnaire was constructed. Three hundred and eighty-four university students participated in the main study. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used for statistical analyses. The results indicated that students have a particular perception of the teacher's role in a multicultural online learning environment. Five different types of teacher's roles—pedagogical, managerial, technical, affective, and differentiating—were identified. The teacher's affective and differentiating roles, which were not identified as crucial in previous research, were found to be significant roles for both Korean and foreign students.
Teacher Guidance and Counseling (BK) has a role in the implementation of home visits aimed to obtain and collect data. The reality is less BK teacher roles in the implementation of home visits, ...teachers held a BK less preparation in determining the timetable for implementation, BK teachers do home visits rarely communicate to students, with the teacher's role in the implementation of activities BK home visits has not done well. This research is a descriptive study, with a sample based on random cluster sampling, the number of teachers BK 20 people. The results: (1). BK teacher's role in communicating the plan home visits to related parties are on both criteria. (2). BK teacher's role in carrying out home visits on both criteria. BK teacher's role in carrying out home visits on both criteria. Based on the research findings, the role of teachers in the implementation of BK kunjuungan home located on both criteria. Keywords: BK teacher's role, activities home visits.
In this paper, I use analyses of collective argumentation in a variety of classroom settings, from elementary school to a university-level differential equations class to illustrate various roles the ...teacher plays. These include initiating the negotiation of classroom norms that foster argumentation as the core of students’ mathematical activity, providing support for students as they interact with each other to develop arguments, and supplying argumentative supports (data, warrants, and backing) that are either omitted or left implicit. We gain two important insights from these analyses. First, an emphasis on argumentation can be used productively to provide openings in mathematical discussions for new mathematical concepts and tools to emerge. Second, the analyses demonstrate that teachers need to have both an in-depth understanding of students’ mathematical conceptual development and a sophisticated understanding of the mathematical concepts that underlie the instructional activities being used.
The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers’ and teachers’ ...roles during the initial phase of such a project, and what this phase and the close cooperation between the researcher and teachers mean for the progress of the project. The reader will see how the participating teachers modify their attitudes to the project throughout the start-up phase. This phase is outlined by means of empirical data. The study shows how such a project challenges the researchers’ communicative, social and knowledge competence. Furthermore, teachers have to see the need for development and willingly participate in developmental processes, listening to and using researchers as resource persons, if a start-up phase is to be successful for subsequent development in the project.
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