Educational Technology Research and Development
IF
3.56
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2,346
Papers 1,917
1 page of 192 pages (1,917 results)
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#1Stella Timotheou (CUT: Cyprus University of Technology)H-Index: 2
#2Andri Ioannou (CUT: Cyprus University of Technology)H-Index: 18
With the Maker movement increasingly adopted across K‐12 schools and non-formal makerspaces, students are being given more opportunities to engage in Making activities using tools such as robots, electronics, arts, and crafts. Making activities are thought to help students develop twenty-first-century skills, especially communication and collaboration, creative thinking and problem solving, all of which come under the umbrella of learning and innovation (L&I) skills. The overall research questio...
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#1Jinjin Lu (XJTLU: Xi’an Jiaotong-Liverpool University)
Social media web 2.0 technologies can be adopted as an inclusive method to assist children in enhancing their quality of education for the Sustainable Development Goals (e.g. SDGs 4 and 17). Social media technologies have been documented as low-cost, synchronous, and convenient methods to assist young children, parents, and early childhood (EC) teachers in communication and collaboration. However, few researchers have explored the potential usage of social media tools in enhancing children's phy...
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#1Adrie A. Koehler (Purdue University West Lafayette)H-Index: 7
#2Daniela Rezende Vilarinho-Pereira (Purdue University West Lafayette)
Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tools to support teaching and learning activities. Whi...
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#1Jill Stefaniak (UGA: University of Georgia)H-Index: 10
#2Hyejin Hwang (UGA: University of Georgia)
For decades, researchers in our field have explored what it means to possess instructional design expertise. This systematic review provides a current synthesis of research related to cultivating expertise in instructional design coursework. A search on instructional design pedagogy and the development of expertise yielded 34 peer-reviewed articles that met the inclusion criteria for this study. The findings suggest that more research is needed on instructional strategies to strengthen instructi...
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#1Chrysanthos Socratous (CUT: Cyprus University of Technology)H-Index: 2
#2Andri Ioannou (CUT: Cyprus University of Technology)H-Index: 18
The study aims to compare the effect of a structured versus an unstructured educational robotics (ER) curriculum on (a) the frequency and type of programming errors made by students in block-based programming, (b) their ability to debug a programme, and (c) their engagement in the learning process. The authors’ hypothesis is that, in programming contexts with young learners, an unstructured ER curriculum might be more beneficial in learning how to debug. This study follows a quasi-experimental d...
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#1Yiannis Georgiou (CUT: Cyprus University of Technology)H-Index: 9
#2Olia TsivitanidouH-Index: 7
Last. Andri Ioannou (CUT: Cyprus University of Technology)H-Index: 18
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Immersive Virtual Reality (VR) simulations are argued to support students’ learning of complex scientific phenomena via the use of realistic graphics and interactions that students can hardly experience in everyday life. However, the integration of immersive VR simulations in science classrooms introduces new challenges, whilst there is a lack of learning designs to inform practice. As part of this study, we firstly present a learning experience (LX) design seeking to introduce an immersive VR s...
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#1Di Chang (NTUST: National Taiwan University of Science and Technology)
#2Gwo-Jen Hwang (NTUST: National Taiwan University of Science and Technology)H-Index: 80
Last. Sheng-Yuan Wang (NTUST: National Taiwan University of Science and Technology)H-Index: 2
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STEM (science, technology, engineering, and mathematics) refers to the cross-disciplinary learning design for engaging students in applying integrated knowledge to complete a project or solve a complex problem. It has been recognized by many scholars for its educational significance. However, STEM tasks are generally complex and challenging to students. Without proper supports, not only will students’ participation decrease, but their knowledge level and internal capabilities will also hardly im...
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#1Bian Wu (ECNU: East China Normal University)H-Index: 30
Last. Yiling Hu (ECNU: East China Normal University)H-Index: 7
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Designing a lesson plan for science, technology, engineering, and mathematics (STEM) is an important skill in STEM teaching. It requires systematic training that begins at the pre-service stage. It is particularly difficult to help pre-service teachers (PSTs) develop their ability to design an integrated STEM learning unit that features competence-oriented, interdisciplinary, student-centered, authentic, and collaborative learning. Through three rounds of iterative design, this study aimed to de...
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This mixed methods study followed an explanatory sequential design to explore the formation, development, and evolution of a formal online teacher community of practice (CoP). The online CoP supported 382 teachers as they implemented the instructional conversation (IC) pedagogy, a collaborative conversation-based pedagogy for culturally and linguistically diverse students. In the first phase, a social network analysis was conducted over 18 months to identify network attributes, patterns of engag...
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