Teaching with digital technology

Clark-Wilson, Alison; Robutti, Ornella; Thomas, Mike

doi:10.1007/s11858-020-01196-0

Cited by 119 publications

(78 citation statements)

References 105 publications

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“…Drawing from this experience, the teacher fully agreed that Socrative application increases students' motivation. The SLT and technology-enabled learning work well together [33]- [36]. The lecturers need to ensure the content, collaboration, and communication in line with the digital technology they want to use in teaching and learning process [37]- [39].…”

Section: Motivationmentioning

confidence: 99%

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Kaliappen

Ismail

Ghani

et al. 2021

IJERE

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The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

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Section: Motivationmentioning

confidence: 99%

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Kaliappen

Ismail

Ghani

et al. 2021

IJERE

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“…Hodgen and colleagues (Hodgen et al ( 2020 ) interviewed heads of departments in the UK and found that student–teacher interaction in mathematics teaching at distance was a concern. Clark-Wilson et al ( 2020 ) claimed that mathematics teachers in many countries were unprepared for online teaching. The Nesta ( 2020 ) report suggested that COVID led to continuing and even widening gaps between students in terms of their engagement and access to technology.…”

Section: Introductionmentioning

confidence: 99%

Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown

et al. 2021

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The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.

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“…This is a limitation of our study, and an important direction for future research. Another limitation is that the design of the meta-resource took place before the COVID-19 crisis; thus, it did not take-into-account the strong impact of the crisis in terms of DT use and student autonomy (Clark-Wilson et al, 2020 ). Nevertheless, we claim that this study conducted in France has contributions both for research and for practice internationally; we present these in the conclusions.…”

Section: Discussionmentioning

confidence: 99%

Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France

Gueudet¹,

Pepin

Lebaud

2021

ZDM Mathematics Education

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The study presented in this paper concerns the design and evaluation of curriculum material that supports mathematics teachers’ understanding and enactment of reform curricula and innovative teaching practices. Our focus is on curriculum material supporting mathematics teachers’ practices combining the use of digital technology and the development of student autonomy. We refer to the theoretical framework of the Documentational Approach to Didactics, which considers teachers’ documentation work as a central lever for the evolution of teachers’ practices. Our study took place in the context of curriculum reforms in France, which called on teachers to combine the use of digital technology with the development of student autonomy in their practices. We investigate in this paper the design of a meta-resource with the aim of supporting teachers’ documentation work in this context. The documentation work ranged from choosing a lesson plan offered on a website to designing a completely new lesson. Using a design research approach, we conducted two design and evaluation cycles, involving different groups of researchers and teachers, and we analysed these design processes and their outcomes. The researchers used particular categories to distinguish between different forms of autonomy, and criteria concerning the articulation between student autonomy and digital technologies. The teachers provided elements concerning the features of a lesson plan facilitating its appropriation, and more generally related to their actual design work. Our results illustrate how a multidisciplinary team of researchers can collaborate with teachers to design ‘meta-resources’ supporting teachers’ documentation work in a context of education reform.

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Teaching with digital technology

Cited by 119 publications

References 105 publications

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown

Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France

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