A Methodology to Investigate the Usage of Educational Technologies on Tablets in Schools

Molenaar, Inge; Schaik, Annemarie van

doi:10.1007/978-3-658-13809-7_5

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…The ability to make such critical decisions based on academics’ reasoning and pedagogical knowledge is the very core of their understanding that would lead to the appropriate and desired changes “in teaching and learning towards student-centered practices” (Churchill, 2006 , p. 575), and in this case, gamification. Molenaar and van Schaik ( 2017 ) place intense emphasis on the importance of the abilities and practices of teachers in making pedagogical decisions when using educational technology that would surely impact the learning environment and teaching experiences. Thus, the TPCK framework and the development of private theories (as well as other related frameworks and theories) are parts of many efforts to enhance and enrich teaching in HE and to effectively support students’ learning via gamification.…”

Section: Conceptual Framework For Gamification In Higher Educationmentioning

confidence: 99%

Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

2023

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Literature emphasizes that gamification significantly enhances students' engagement in learning and their motivation level. Studies have also examined the benefits of gamification in learning across different levels of education. However, the focus on academics' pedagogical understanding, knowledge, and skills and how they utilize these in planning and carrying out their gamified lessons particularly in the context of higher education, are not well researched. A mixed-methods study was conducted at a Malaysian public university with the aim of uncovering the practices, purposes, and challenges of integrating gamification via technology from the academics' perspective. Findings show the academics' practices of gamification could be further enhanced and their pedagogical considerations revolve around five main themes: (i) motivating students' learning; (ii) facilitating thinking skills and solving problems; (ii) engaging students' learning; (iv) facilitating interactions and (v) achieving specific teaching and learning goals. Based on the findings, the researchers proposed two models that would be able to facilitate and enhance academics' pedagogical knowledge and skills in integrating gamification for students' learning.

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Section: Conceptual Framework For Gamification In Higher Educationmentioning

confidence: 99%

Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

2023

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“…With the growing use of educational technologies, teacher dashboards are increasingly available in classrooms. While students are practising with educational technologies, dashboards provide teachers with concurrent information about students' performance, pace, and progress (Van Leeuwen, Janssen, Erkens, & Brekelmans, 2014;Molenaar & van Schaik, 2016). Teachers can use dashboards with additional information to improve their feedback practices with dashboard-prompted feedback.…”

Section: Introductionmentioning

confidence: 99%

How Teachers integrate Dashboards into their Feedback Practices

Campen

Molenaar

2020

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In technology empowered classrooms teachers receive real-time data about students’ performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers’ feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires teachers to integrate dashboards into their professional routines. How teachers shift between dashboard- and human-prompted feedback could be indicative of this integration. We therefore examined in 65 K-12 lessons: i) differences between human- and dashboard-prompted feedback; ii) how teachers alternated between human- and dashboard-prompted feedback (distribution patterns); and iii) how these distribution patterns were associated with the given feedback type: task, process, personal, metacognitive, and social feedback. The three sources of feedback resulted in different types of feedback: Teacher-prompted feedback was predominantly personal and student-prompted feedback mostly resulted in task feedback, whereas dashboard-prompted feedback was equally likely to be task, process, or personal feedback. We found two distribution patterns of dashboard-prompted feedback within a lesson: either given in one sequence together (blocked pattern) or alternated with student- and teacher-prompted feedback (mixed pattern). The distribution pattern affected the type of dashboard-prompted feedback given. In blocked patterns, dashboard-prompted feedback was mostly personal, whereas in mixed patterns task feedback was most prevalent. Hence, both sources of feedback instigation as well as the distribution of dashboard-prompted feedback affected the type of feedback given by teachers. Moreover, when teachers advanced the integration of dashboard-prompted feedback in their professional routines as indicated by mixed patterns, more effective types of feedback were given.

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Teacher Dashboards in Practice: Usage and Impact

Molenaar

Campen

2017

Data Driven Approaches in Digital Education

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A Methodology to Investigate the Usage of Educational Technologies on Tablets in Schools

Cited by 5 publications

References 11 publications

Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

How Teachers integrate Dashboards into their Feedback Practices

Teacher Dashboards in Practice: Usage and Impact

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