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All Journal International Journal of Research in STEM Education
O'Toole, J. Mitchell
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Chemistry Education Environmental Science Mathematics Physics

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Digital Citizenship, Values and Cultural Dynamism O'Toole, J. Mitchell; Lee, John K.; Altamimi, Taghreed
International Journal of Research in STEM Education Vol. 6 No. 1 (2024): May Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i1.1687

Abstract

This paper examines the global shift towards digital citizenship triggered by COVID-19 and its role in mediating cultural tensions in a rapidly digitizing world. Utilizing mixed methods, the study draws from two projects: the first assesses the engagement of 315 Australian adolescents with values in their science education, and the second investigates digital citizenship practices among 303 university faculty members in Saudi Arabia. The findings highlight significant sociocultural differences in digital engagement and underscore the varying impacts of digital globalization across different educational and national contexts. The paper argues for a proactive educational strategy that encourages critical engagement with digital tools to navigate and reconcile these cultural dynamics effectively. By exploring the interactions between digital technology providers, users, and regulatory bodies, the study provides insights into the complexities of digital responsibility and the potential of education to foster a balanced digital citizenship. This approach suggests moving beyond mere technological integration to embrace a pedagogy that is responsive to the ethical challenges posed by global digital interactions.
Responding to the literacy load of science in monocultural contexts: : Preparation programs can change teacher classroom behavior Duckworth, Brian; MacQueen , Suzanne; O'Toole, J. Mitchell
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1704

Abstract

Existing research about literacy within different subjects suggests that specialist language styles add an extra load to student learning. This has resulted in changes to centralized policy mandates in various jurisdictions, eliciting a variety of responses, including enthusiasm, agreement, compliance, neglect, subversion, and/or resistance. This mixed method study investigated whether 55 secondary school teachers from a culturally homogenous coastal region of Eastern Australia recognized literacy issues within science and their responses to such issues. There were three main findings. Firstly, only one third of participating mainstream science teachers accepted direct responsibility for helping their students deal with the literacy load of science, but most participating teachers recognized the literacy nature of more than half of the activities suggested to them. Secondly, participants teaching classes at several grade levels, and female participants, reported using a greater range of literacy activities in their science classes, and more clearly content-related activities were mentioned more frequently. Thirdly, participants who had completed a postgraduate teacher preparation program were more likely to express confidence in dealing with the literacy load of science and acceptance of responsibility for doing so. Time spent on literacy in teacher preparation programs appears to influence positive mainstream science teacher attitudes and practices in response to the literacy load of science. Study findings challenge conventional views of teacher recalcitrance, and they support the maintenance of policy and teacher preparation practices that encourage science teachers to respond productively to student literacy needs that have been identified by on-going research.
Co-Authors Altamimi, Taghreed Duckworth, Brian Lee, John K. MacQueen , Suzanne