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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 284 Documents
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“The Hour of the Code”: Computational thinking workshop in a primary school in Guarda, Portugal Carlos Jorge Jorge Brigas; José Alberto Quitério Figueiredo
Research in Social Sciences and Technology Vol 4 No 2 (2019): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.04.02.9

Abstract

In recent years, there has been an increased effort to introduce coding and computational thinking in early childhood education. In accordance with the international trend, programming has become an increasingly growing focus in European education. The idea of introducing computer programming in the classroom dates back to the late 1960s. The introduction of programming language provides an opportunity to engage in logical and abstract thinking, problem solving, and the creative design process. One of the best-known initiatives is The Hour of Code. This initiative is being implemented in 180 countries and more than 700 million students have participated. The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code,” to show that anybody can learn the basics, and to broaden participation in the field of computer science. This article describes a workshop held under the “The Hour of the Code” initiative and implemented in the primary schools of Guarda, Portugal. The activity took place at the school and lasted two hours. Students from the first to the fourth grade participated, with ages ranging from 6-11 years. The teachers of the activity were university professors of computer engineering and students of computer engineering.
Development of Adaptation Tools for Pupils on the Autism Spectrum in Microsystems Alvyra Galkiene; Giedre Puskoriene
Research in Social Sciences and Technology Vol 5 No 2 (2020): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.02.1

Abstract

This research investigates the possibilities for the development of adaptation tools for pupils on the autism spectrum (AS), studying in the first and second forms, within their microsystems. Five mothers and five teachers of children on the AS participated in the research, and their insights help reveal the process of moving from one microsystem to another for a child on the AS. Children studying in the first and second forms were chosen because children experience a particularly significant social turning-point during this period. The following question is raised: How do synergy-driven processes taking place in the microsystems of pupils on the AS contribute to the development of the adaptation processes in these children? The research data was collected via semi-structured interviews and underwent qualitative content analysis. The research results reveal that the development of adaptation tools in children on the AS is determined by a mesosystem that covers various combinations of microsystems, and the synergy between the factors of the microsystems creates conditions for a child’s gradual transfer from one microsystem to another, perceiving the mechanisms of its functioning, and adapting within them. A mesosystem, which evolves on the school campus, within a family, and with specialists, not only encourages the development of adaptation tools in a child on the AS but also helps mothers to restore their inner harmony and actively engage in their children’s education process. In the microsystem of their peers, children on the AS acquire fundamental instruments for participation in community activities.
The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children Ona Monkeviciene; Jelena Vildziuniene; Galina Valinciene
Research in Social Sciences and Technology Vol 5 No 2 (2020): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.02.5

Abstract

The qualitative research presented in this article attempts to show the impact of teacher-initiated activities on six-year-old children’s metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the educational ways that promote metacognitive development in children are systematized. The outcomes of the research show that teacher-initiated activities stimulate and encourage children to find and apply more diverse ways of metacognitive monitoring and control. After teacher-initiated activities, the target group children demonstrated, identified, and verbalized the following ways of acting and learning that had not been noticed in their self-initiated activities in the area of metacognitive monitoring, namely, thinking while doing, modelling, acting by scheme/without a scheme, and activity by self-created strategies. In the area of metacognitive control, the children showed the ability to challenge themselves to do better than before, think and do as a continuous, unbroken control and implementation process, and control performance consistency.
ICT in a Global World Pedro José Arrifano Tadeu; José Maria Fernandez Batanero; Bulent Tarman
Research in Social Sciences and Technology Vol 4 No 2 (2019): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.04.02.ed

Abstract

The impact of everything on society, in general, is increasingly visible, and we find ourselves in a permanent state of transformation and improvement due to the dizzying proliferation of technologies. Information and Communication Technology (ICT) drives the modern world in education, sports, engineering, management, health, tourism, economics, and communication. All have connections, either because ICT is used as a tool or because ICT is the way to solve problems. Starting from these ideas, we decided to create a Special Edition of RESSAT, collecting a wide range of articles and different perspectives regarding the use of ICT around the world. Different areas of knowledge are using and interacting with these new resources, creating a new space for access and production of learning, contributing at the same time to the elimination of barriers so that all people might approach technology in a Global World.
The relationship between family involvement and academic variables Marta Camarero-Figuerola; Jorge-Manuel Dueñas; Ana-Inés Renta-Davids
Research in Social Sciences and Technology Vol 5 No 2 (2020): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.02.4

Abstract

Family involvement refers to the different activities and actions that families can do to provide support to their offspring in education. In recent years, studies that evaluate the influence of family involvement on education have increased. Therefore, a review of the literature was carried out to examine the scientific evidence on this subject. Specifically, the review focused on adolescence because this is a possibly conflictive time in schooling, in which family-adolescent relationships usually go through large changes. The study results suggest that family participation is a variable that protects against academic failure. This relationship is stronger in vulnerable populations and ethnic minorities.
Scaffolding Problem Solving in Teaching and Learning The DPACE Model - A Design Thinking Approach Malliga K Govindasamy; Ngu Moi Kwe
Research in Social Sciences and Technology Vol 5 No 2 (2020): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.02.6

Abstract

Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky’s constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom’s ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.
Wielding Social Media in the Cyber-Arena: Globalism, Nationalism, and Civic Education Charles S. White
Research in Social Sciences and Technology Vol 5 No 1 (2020): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.01.1

Abstract

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use could provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response — to prepare the young for productive engagement with the emerging global community. Technology could play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the post-war world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy. Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder. how technology is employed to undermine global citizenship education, as well as the democracies of the West. This they can witness in the gladiatorial combat between globalization and nationalist populism —between democracy and authoritarianism — in the cyber-arena. This article explores how technology is a double-edged sword – a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.
A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning Elizabeth Sturm; Laura Quaynor
Research in Social Sciences and Technology Vol 5 No 1 (2020): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.01.2

Abstract

Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators’ discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice.
Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil Michael Kopish; Welisson Marques
Research in Social Sciences and Technology Vol 5 No 1 (2020): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.01.3

Abstract

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice.
Re/coding Global Citizenship: How Information and Communication Technologies have Altered Humanity… and Created New Questions for Global Citizenship Education Gabriel Swarts
Research in Social Sciences and Technology Vol 5 No 1 (2020): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.05.01.4

Abstract

In the broadest sense, the concept of global citizenship education (GCE) includes many facets of a rapidly changing world and concepts in education. The information and communication technology (ICT) advances of the last few decades have created opportunities for educational connection and interaction through digital spaces at all levels, local and global. In linking technology with global citizenship, neither GCE nor ICTs can be assumed to be mutually progressive and/or mutually beneficial. In recent years, governments have moved to centralize ICT technologies exacting more control over their use for surveillance, including the weaponization of ICTs for strategic gains. This complicates the work of GCE scholars and practitioners in unforeseen ways as centralized control limits decentralized interactions. ICT concepts and philosophical stances are explored and defined to address how GCE scholars and practitioners can reimagine and reframe the tenets of the field within this informational world. Key topics discussed include complications of GCE in the infosphere, digital citizenship & GCE, and teaching GCE in the age of “inforgs” & digital identities.

Page 7 of 29 | Total Record : 284

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