How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities

Chen, Min; Zhou, Chi; Cai-yun, Meng; Wu, Di

doi:10.1007/s11423-019-09677-0

Cited by 33 publications

(26 citation statements)

References 36 publications

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“…Under this scheme, schools should only need to provide a limited number of devices to disadvantaged students to use for educational purposes. Moreover, educational measures and policies are currently promoting the use of ICT in the classroom (Chen et al, 2019 ; Mahi et al, 2019 ; Plaza-De La Hoz, 2018 ; Tairab et al, 2016 ). Allowing students to use their smartphones via the BYOD initiative increases their motivation to work on assignments and makes it easier for them to access applications and information on the internet (Laxman & Holt, 2017 ; Maher & Twining, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

et al. 2021

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The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

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Section: Introductionmentioning

confidence: 99%

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

et al. 2021

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“…In the educational field, the inclusion of ICTs in society has had a full influence on teaching and learning processes [3], encouraging teachers to benefit increasingly from their potential [4], reported from the perspective of teachers and students themselves [5]. Specifically, educational technology promotes improved motivation, access to a variety of educational resources [6], as well as a greater attitude among students [7] who value and welcome active methodologies with an innovative character [8]. In this sense, it can be determined that ICTs have gone from being a simple support tool in learning spaces [9] to becoming an inseparable part of today's pedagogical processes [10], generating the appearance of new training environments [11] and new learning experiences [12].…”

Section: Introductionmentioning

confidence: 99%

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Lucena

Dúo-Terrón²,

Navas-Parejo

et al. 2020

Sustainability

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Technological progress is causing terms such as "STEM", an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the "STEM" concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on "women" and "science". It can be concluded that the term "STEM" in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

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“…It is a very suitable course for case teaching course. e questionnaire designed a total of 15 questions, covering the above four aspects of teacher level, case selection, student response, and teaching effect [19]. In order to have a deep and comprehensive understanding of the students' specific feelings about the course, all question items are based on the Likert ten-level scale (1 means "very low" or "very poor"; 10 means "very high" or "very high") [20].…”

Section: Fitting Of Structural Equation Model and Classroom Case Teacmentioning

confidence: 99%

Analysis of Influencing Factors of Teaching Effect Based on Structural Equation Model

2021

Complexity

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Structural equation model is a multivariate statistical analysis method. It can not only test some unpredictable abstract ideas, but also design parameters for the causal connection model between independent variables and dependent variables. Among them, the analysis of various latent variables is based on the verification factor analysis technology. The research first collects various relevant data, derives the latent variables and measurement variables, then composes the measurement model, and then verifies the adaptability of the measurement model structure mode through actual data collection. When such suitable factors are determined, a causal model based on path analysis technology for latent variables, that is, a structural model, can be used for parameter design. This article uses the structural equation model as an analysis tool, starting from the three aspects of teachers, cases, and students to evaluate the application effect of the case teaching method in the classroom teaching of intellectual property law course and construct a structural equation model of the influencing factors of the case teaching effect. To understand students’ satisfaction with case teaching effects and related influencing factors, the research results show that the effect of case teaching is jointly affected by the level of teachers, case selection, and student response. Among them, teacher factors have the greatest impact on case teaching effects, followed by case factors, and students have the least.

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How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities

Cited by 33 publications

References 36 publications

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Analysis of Influencing Factors of Teaching Effect Based on Structural Equation Model

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