On the cusp of change: examining pre‐service teachers' beliefs about ICT and envisioning the digital classroom of the future

Fluck, A; Dowden, Tony

doi:10.1111/j.1365-2729.2011.00464.x

Cited by 31 publications

(34 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Whereas in our previous work we only targeted practicing teachers (Serholt et al 2014), the views of pre-service teachers should also be considered important as they are on the brink of becoming professionally active in education. They constitute what Fluck and Dowden (2013) have referred to as the 'cusp generation'. Given the futuristic technology considered in this work, pre-service teachers are also more likely to face a reality with classroom robots in the future.…”

Section: Methodsmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

115

147

View full text Add to dashboard Cite

Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children's learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers' perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed. KeywordsEducational robots, Social implications, Ethics, Teachers' perspectives, Thematic analysis, Focus group AcknowledgmentsWe would first of all like to thank all the teachers and students who took part in the studies. We would also like to extend our gratitude to teacher education students Rebecka Olofsson and Trixie Assarsson for their excellent video editing. We thank Tiago Ribeiro, Eugenio Di Tullio, Etienne Roesch and Daniel Gooch for facilitating some of the focus groups. We would also like to thank master student Thomas Rider for his initial transcription services and ideas. We also thank the MUL group at the University of Gothenburg for their valuable feedback on an earlier version of this paper. This work was partially supported by the European Commission (EC) and was funded by the EU FP7 ICT-317923 project EMOTE (www.emote-project.eu). P. Alves-Oliveira acknowledges a FCT grant ref. SFRH/BD/110223/2015. The authors are solely responsible for the content of this publication. It does not represent the opinion of the EC, and the EC is not responsible for any use that might be made of data appearing therein.We recommend you cite the published version. The final publication is available at Springer via http://dx

show abstract

Section: Methodsmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

115

147

View full text Add to dashboard Cite

show abstract

“…Universities must be open to more research that allows these comparisons to be made, as well as research that explores general levels of PST knowledge. ✓ N Self injury Berger et al (2015) ✓ N Evidence-based practice Carter et al (2015) ✓ N Communication skills Cavanagh et al (2014) ✓ N Values education Christian (2014) ✓ N Physical education Dudley & Baxter (2009) ✓ Y Equity Fenwick & Cooper (2013) ✓ N Behaviour management Yeigh (2013) ✓ N ICT Fluck & Dowden (2011) ✓ N Table 1: Adequacy of PST Knowledge and Conditions in which it was assessed.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Stephenson¹

2018

AJTE

View full text Add to dashboard Cite

“…In many Calculus classes, the traditional approach which puts emphasis on computational procedures rather than on understanding the underlying concepts is still the most commonly used method by teachers (Lasut, 2015). As a result, many students fail to manifest excellent performance in the subject, more so students do not know how to apply the concepts in real life situation (Fluck & Dowden, 2013;Nobre, Meireles, Junior, De Resende, Da Costa & Da Rocha, 2016).…”

Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

show abstract

On the cusp of change: examining pre‐service teachers' beliefs about ICT and envisioning the digital classroom of the future

Cited by 31 publications

References 14 publications

The case of classroom robots: teachers’ deliberations on the ethical tensions

The case of classroom robots: teachers’ deliberations on the ethical tensions

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Contact Info

Product

Resources

About