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In recent years, game-based programming tools (GBPTs) such as Code.org, Lightbot, and Cargo-Bot have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers' perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers' behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers' attitude. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. [ABSTRACT FROM AUTHOR]

Online synchronous classes and seminars are increasing in universities along with the outbreak of COVID-19. Since the online classes are not in-person condition, it is difficult for a teacher to monitor the learners. In the field of distance education, the need to support learner's concentration has been identified. More effective methods adapted to online classes in universities should be discussed. In this paper, we focus on the teacher's and learners' attention to the material in online real-time classes. We then propose a system that provides feedback on the differences in learners' gaze in order to improve the followability of learners. The proposed system assumes an online environment using Microsoft Teams PowerPointLive and acquires the "gazing point" at every slide-material and "page change history" of the teacher and learners. The results of using the proposed system suggest that it can improve the learner's followability to the teacher. [ABSTRACT FROM AUTHOR]

As we talked with school teachers about the use of physical computing systems in class, one major drawback of these systems became obvious: almost nobody - next to enthusiastic autodidacts - has been able to tell us on an abstract basis for which educational purposes a certain physical computing system can be used, i.e. in a goal-oriented way. This insight lead to the approach to structure the field of physical computing systems with the overall goal to make it easier for teachers to improve their lectures due integrating physical computing systems into computer science education. The aim of this paper is to structure the field, to find categories and to show how existing devices can be integrated into the founded structure. [ABSTRACT FROM AUTHOR]

Digital Native' and 'Digital Immigrant' are terms, popularized by Prensky (2001), to describe those born either before, or in the digital era (i.e. after 1980). In recent years, this dichotomy has been used to raise awareness of differences in technology usage and what these differences may mean for education. The present study examines Japanese university teacher and student use of digital technology in academic settings, as well as their preferences for digital or paper-based educational practices. At a private university in Japan, 337 first-year university students and 170 full-time faculty responded to tailored questionnaires addressing digital technology use. Both questionnaires focused on four areas: technology use, self-efficacy, familiarity, and learning/teaching style preferences. The results showed that there are clear differences in technology use between teachers and students, with teachers using computers more than students. Self-efficacy of students was much lower than teachers, and there were distinct differences in the familiarity with software and web pages between the two groups, with students being much more comfortable with websites and teachers being more familiar with software. Learning/teaching styles of both groups were similar, with a bias towards teachercentered and paper-based educational practices. These findings suggest that there is a mismatch between institutional goals and the beliefs and practices of both teachers and students regarding the role of technology in the curriculum. [ABSTRACT FROM AUTHOR]

This paper reports the action-learning development work of a team of Higher Education teachers, who designed a postgraduate module of learning, part of a professionally-oriented Computing Masters programme, to focus the teacher's role on creating the conditions for a constructivist learning experience to take place within a digital-technology rich environment. Whilst there has been real enthusiasm for so-called 'blended' learning methods amongst the academic community, learners seem not always to understand the resulting structure of delivery, how to use digital technology in the most effective way to support their learning, and the value of face-to-face learning sessions. Their engagement with content is therefore often lukewarm and 'distant', leading to their rating what they are asked to learn as almost irrelevant to their future professional needs. These issues and the outcomes of the case study based on this programme are discussed in this paper, with an emphasis on some key aspects of constructionist teaching supported by online resources. Thus, the teacher's role in such a digital-technology supported learning environment is analysed, and pedagogical considerations and suggestions made about teaching practices that are likely to enhance the students' learning experience in this and other similar active-learning situations, not only at Masters but also at undergraduate levels. [ABSTRACT FROM AUTHOR]

This paper presents a method aiming at analyzing a problem of overpopulation at the university of Lomé (Togo). In this perspective, we associate the teachers' perceptions with that of students through two kind of questionnaires, static and interactive. We describe this methodology to survey large groups of students. The results allows to better understand the teaching context of students, their difficulties but also the hidden potential of their situation. In background the feasibility of distant learning is also analyzed through this method of investigation. [ABSTRACT FROM AUTHOR]

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on whether learners and teachers understand the significance of LA and how they can utilise it for enhancement of learning and teaching. This qualitative study helps to shape understanding of an LA initiative based on one university, but with implications for other universities. Shared stakeholders' understanding of LA with an institutional strategic priority supported by a collaborative delivery would ensure a successful implementation of LA. [ABSTRACT FROM AUTHOR]

Students' journal writings could be useful resources for teachers to grasp their understandings and to see their own teaching objectively. However, reading a large number of journals thoroughly is not always realistic for teachers. Although various automatic analysis methods have been proposed to understand learning journals, they does not necessarily fit needs of teachers and tend to overlook minor opinions. In this paper, we propose an interactive report tool for exploring journal writings. Focusing on the efficiency of reading learning journals, it employs weekly keywords extracted from journals as entry points for journal sentences. It enables us to read journal sentences selectively. The tool also provides lists of most used adjectives from week to week, which is helpful for teachers to grasp the temporal variation of opinions through a semester. We conducted a preliminary questionnaire about the usefulness of the report tool targeting teachers of the course "Information Science" in our university. Most of them evaluated our tool positively although the number of answers were small. [ABSTRACT FROM AUTHOR]

Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus on teachers, do not explicitly exploit their ICT competence profiles when providing LO recommendations. This is a significant drawback, since it can result in LO recommendations that are beyond the teachers' competence to use. Towards tackling this issue, this paper extends previous work and proposes a teacher ICT Competence-based RS that considers teachers' ICT Competence Profiles when recommending Learning Objects. Moreover, the results of its accuracy evaluation are presented. The results indicate that the proposed approach provides high predictive accuracy and outperforms commonly used, existing RS approaches. [ABSTRACT FROM AUTHOR]