Secondary School Teacher Support and Training for Online Teaching during the COVID-19 Pandemic

Fissore, Cecilia; Marchisio, Marina; Rabellino, Sergio

doi:10.38069/edenconf-2020-ac0029

Cited by 11 publications

(7 citation statements)

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“…It is therefore important to emphasize the role of the teacher in all this matter, who must know and use the tools in a proper way to take all the advantages. Teachers need training (Fissore et al, 2020b) because they need to raise awareness of the processes that the students activate while working on problem solving activities.…”

Section: Discussionmentioning

confidence: 99%

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Sacchet

2022

Maple Trans.

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Students at all levels of schooling in all countries of the world need to practice mathematical problem solving to develop competencies that they will apply in real-life scenarios. On the other hand, concerning solving, problem posing refers to both the generation of new problems and the re-formulation of given problems. Teaching mathematics from a problem posing and problem-solving perspective entails more than solving non-routine problems or typical textbook types of problems. It is a way for students to exercise all aspects of problem solving: exploring, conjecturing, examining, testing, and generalizing. Tasks should be accessible and extend students’ knowledge. Even students should formulate problems from given situations and create new problems by modifying the conditions of a given problem. The quality of problems submitted to students is an issue that needs to be carefully considered. This work presents different ways to apply good practices when designing a problem-solving activity with students. It is based on the experience of Digital Math Training, a project whose aim is to develop and strengthen Mathematics and Computer Science skills through problem solving activities using the Advanced Computing Environment (ACE) Maple. After initial training in the laboratories of the schools, 3 students per class - the most skilled or motivated ones - participate in online training. They are asked to solve a problem every 10 days and to submit their solution. Meanwhile, students can participate in weekly synchronous tutoring on the use of Maple and collaborate with their colleagues through forum discussions. Students are selected in an intermediate competition and a final one. In this setting it is important to carefully plan and present the activity to the students, the text of the problem should be clear, and concise, with little storytelling to enter the setting of the problem. The problems should not be too theoretical, although they may inspect specific aspects of the related theory. They need to be solved by starting with simpler requests until the most difficult ones, close to the edge of students' knowledge, are reached. The solutions can make use of a calculator, in our case the ACE Maple. Precise design principles are based on both the adoption of suitable practice and the use of Maple. These principles can be adapted to different situations. The paper describes all these features with examples, according to the literature.

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Section: Discussionmentioning

confidence: 99%

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Sacchet

2022

Maple Trans.

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“…The PP&S -"Problem Posing and Solving"project (available at www.progettopps.it), headed by the Italian Ministry of Education, since 2012 has been promoting the training of teachers from primary to secondary schools on innovative teaching methods through the use of digital technologies. Teachers involved in the project learn how to use different kinds of digital tools and new methodologies, such as gamification, in order to enhance their daily didactic (Fissore et al, 2020). By signing up for the project, which is completely free of charge, teachers have the opportunity to have an integrated Digital Learning Environment (DLE) for all the classes of students they need.…”

Section: The Digital Learning Environment Of the Ppands Projectmentioning

confidence: 99%

“…It is necessary to train teachers not only on the theoretical contents inherent to these themes but also and above all on the planning of didactic activities to adopt innovative educational approaches. In this sense, the Problem Posing and Solving (PP&S) project of the Ministry of Education (www.progettopps.it) promotes the training of Italian teachers of primary and secondary schools on innovative teaching methods, such as Gamification, with the use of ICT, and gives continuous support to teachers of all types and disciplines (Barana et al, 2019a;Fissore et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Strategies and Difficulties in Designing Gamification Activities

2023

IJWI

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The spread of technological and IT tools in recent decades has contributed to the demand for new methods, approaches, and tools, such as games, in the field of education. In recent years, gamification has gained considerable interest in various areas, including industry, healthcare, business and education. Teachers are often attracted to gamification but sometimes do not know how to implement it. It is therefore necessary to train teachers not only on the theoretical content but also and above all on how to plan didactic activities using innovative educational approaches. The context of this research is the immersive 3-hour workshop on the theme "Gamification and education: innovative approaches to facilitate learning" which involved 54 teachers from all over Italy from primary to secondary school. The workshop was organized as part of the Italian Ministry of Education's national PP&S project, which aims to improve teaching and learning using new methodologies and technologies. After a short theoretical introduction, the teachers were guided through the individual step-by-step creation of a gamification activity. The research questions are: Which are the most frequent characteristics, factors, and elements of gaming employed in the planning of didactic activities by school teachers? What were the most adopted gamification strategies? What were the most common difficulties in designing gamification activities? To answer the research questions, we analyzed teachers' responses to the initial questionnaire before the workshop and to the final questionnaire at the end. We considered also the designed forms filled by teachers in order to understand how they employed the proposed methodology within their educational activity and to detect which were the most common difficulties in designing gamification activities. Through the designed form, we considered how teachers incorporated gamification strategies into their activities, whether they did so in a marginal way or in a structured way. The results show that, even if some strategies were more complex to develop, teachers really appreciated the proposed methodologies and they tried immediately to put them into practice. The study is an opportunity to reflect on the difficulties that teachers may have in designing didactic activities on different topics with a gamified approach, in order to redesign teacher training to overcome them.

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“…There is a lack of words or communication of the teachers with uncontrolled phenomena. In addition, some teachers are not skilled at using communication programs, and the institute has not previously provided training for the program (Fissore et al, 2020;Jeong et al, 2020;Sepulveda-Escobar & Morrison, 2020;Sánchez-Cruzado et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Stakeholders’ Perception of Online Instruction within COVID-19 Pandemic

Changphat

Tiamklee

Kimratchot

et al. 2022

JEI

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This study employed survey research, aims to study opinions of students, teachers, and parents on teaching and learning online within COVID-19 pandemic. The research gathered data from 99 stakeholders which consisted of teachers, students, and parents. Questionnaire was designed for asking their opinions by dividing it into 4 dimensions. Findings showed that students’ dimension was at high level, but other dimensions; teachers, parents, and learning environment were at medium level. The level of opinion in each dimension seem to be different, ANOVA was employed for analyzing mean differences. The result showed that there was significantly difference at .05 level of statistics. It can be concluded that students’ dimension had mean difference with teachers and parents’ dimension; teachers’ dimension had mean difference with students, parents, and learning environments’ dimension; parents’ dimension had mean difference with students, teachers, and learning environments’ dimension; and learning environments’ dimension had mean difference with teachers and parents’ dimension as well.

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Secondary School Teacher Support and Training for Online Teaching during the COVID-19 Pandemic

Cited by 11 publications

References 0 publications

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Teachers' Strategies and Difficulties in Designing Gamification Activities

Stakeholders’ Perception of Online Instruction within COVID-19 Pandemic

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