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This literature review examines the use of photography in educational research and in education, to learn how photography could be better used in teaching and learning mathematics and mathematics education research. The authors analyzed 125 publications published between 1975 and 2023 to identify different research methods and teaching solutions that utilize photography. Within educational research two main approaches that are often used combined were photo-elicitation (photographs are used in an interview as a stimulus) and photovoice (taking photographs is a way the participant communicates their perspective). Mathematics education research could also combine these methods, for example in identity research. Our findings regarding teaching show that photographs have an important role in connecting mathematics to the real world and for visualizing mathematics. The best way to engage students is when they take photographs of themselves as a starting point to mathematical activity. Based on this review we identify future exploratory directions and various research gaps.

The results of the empirical stage statistically proved that phototherapy is one of the effective tools of psycho-pedagogical assistance to adolescents who experience difficulties associated with emotional identification. We diagnosed the level of formation of this phenomenon within the sample of 240 respondents who are university and school students aged 17 to 20 years female and male. A number of psycho-diagnostic methods were used in the study: the method 'Toron to alexithymia scale (TAS-26)" and the questionnaire "self-attitude." Summarizing the results, we state that most of the studied sample is in a state of emotional well-being but emotional discomfort occurs among some respondents with certain levels of propensity for alexithymia (22.5%). The research proves the positive impact of phototherapy on adolescents' emotional identification development through photographing and creating visual pictures or direct perception and interpretation of images.

Interpreting and incorporating machine learning technology from a human perspective helps define the role of product designers in the era of artificial intelligence. With this background, this study developed a 7-week design course about machine learning-based product design. Subsequently, in Fall 2023, a class with seven undergraduate students from different majors was held on the subject of "home camera." The design process consisted of (a) user research and need definition based on machine learning understanding and (b) machine learning-based interaction design development using a coding platform. The course was designed to explore the role of designers who implement human-centered design planning and prototypes considering machine learning tools. In addition, the course provided a basis for suggesting the direction of design education methods given emerging AI technology. The essence of design education is not merely about efficiency; rather, it is about nurturing designers' ability to think critically and use tools to cultivate innovation.

Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human-nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human-nature connectedness.

This research focuses on the survey and study of building architecture built in approximately 1932-1992, in Nakhon Nayok Province, Thailand with the three research objectives: (1) to study modern architecture buildings in Nakhon Nayok that reach the criteria of modern building value for conservation and lifelong learning, (2) to create a roster of modern buildings in Nakhon Nayok by studying the distinctive features of architecture and its historical, social, economic, educational, and other valuable significances; and (3) to create a valuable buildings database according to modern architecture criteria, to be uploaded to the micro-phishing system, and to publish modern architecture conservation database in digital and photographic files as the database of Nakhon Nayok. The main features of the buildings are consistent with the nature of modern architecture that shows the structure importance, and the use of technology of various materials which shows the advance construction technology in those days. The buildings are as simple as a box. They are useful, respond to the public, worth to society and culture, and contain of historical significance. From the survey and study in Nakhon Nayok, it was found that there were 43 buildings reaching the criteria of modern building value for conservation and were saved in the database in accordance with the micro-phishing model. The details of 43 modern buildings are presented in a digital file format and photo database of modern buildings in Nakhon Nayok to propagate the modern architecture conservation database as a lifelong learning resource for the benefit of interested people.

The "chilly" science, technology, engineering, and mathematics (STEM) climate in undergraduate settings has been widely documented, as women in STEM majors frequently face discrimination, microaggressions, and implicit bias from their professors and peers. While undergraduate research experiences can help women in STEM overcome some of the barriers they face, these opportunities are not always accessible and inclusive. Although there is a breadth of literature on this topic, many studies utilize traditional quantitative and qualitative methods and do not take the authentic, individualized voices of these women into account. The present study integrates two arts-based participatory methodologies--Photovoice and collage inquiry--to explore the following questions: (1) What are the experiences of women in STEM majors at a large midwestern research-intensive university? (2) How do these women experience conducting and/or seeking research opportunities? Four themes emerged from the analysis of the triangulated data: (1) lack of equity in STEM, (2) lack of awareness of opportunities, (3) confidence in STEM abilities, and (4) passion for STEM. While the first two themes encompass barriers that women in STEM face, the second two themes demonstrate the strengths of women in STEM.

This article explores the possibilities for decolonizing approaches to intercultural learning for international students in Canada. In this article the authors present the findings from a series of photovoice workshops conducted as a part of a larger mixed-methods project that explores how informal and everyday pedagogies shape international students' mobility decisions in the Atlantic Canadian province of Nova Scotia. Participants' collaborative analysis of their own photographs reveal how everyday citizenship learning emerges from international students' affective relationships to place in such a way that obscures how international education is implicated in processes of settler colonialism. However, evidence suggests that participants' sense of belonging is deeply implicated in their connections to place, highlighting potential opportunities for integrating international students in current initiatives to "decolonize" higher education in the Canadian context.

The purpose of this qualitative participatory research study was to explore what happens when English language arts (ELA) preservice teachers collaborate to develop multimodal, intersectional, and critical feminist empowerment literacy curricula. This study centered on the following research question: How do ELA preservice teachers make sense of how pop-cultural, multimodal texts such as VSCO stickers frame girlhood and womanhood? Multiple data were collected: audio and video recording transcripts of monthly Saturday workshops, artifacts, such as curriculum writing and workshop photographs, researcher journals, analytic memos, and a shared Google Drive of written student thinking. The constant comparative method was used to analyze and triangulate the data. Analyses of data revealed that preservice teachers were able to critically analyze consumerism relating to VSCO stickers and girlhood and were able to notice how stickers typecast and reify individualism while also navigating authenticity during self-selection and categorizing stickers. Additionally, data analysis demonstrated how critical literacies played a role in the preservice teachers' understanding of how several groups, communities, and individual voices were not recognized in the marketing and consumption of VSCO sticker packaging as well as providing additional gender biases in society.

A laboratory experiment that exposes students to fundamental concepts in kinetics and statistical thermodynamics to study systems of great current interest in nanotechnology by employing a foundational technique in physical chemistry is described. A modified commercial flash photolysis spectrometer was used to study photoinduced isomerization reactions on the millisecond time scale for several hydroxy-substituted azobenzene compounds. The temperature-dependent transient decays were analyzed with an Eyring plot to yield the enthalpy and entropy of activation of the reverse isomerization process. The specific compounds studied were 4-phenylazophenol, 4-methyl-2-(phenylazo)phenol, and 2,4-dihydroxyazobenzene in ethanol solvent. Instrumental modifications include substitution of a UV-LED for the probe light source and use of a thin polyimide film heater adhered to the side of the sample cuvette to control temperature. Collection of experimental data and the subsequent plotting and analysis are easily accomplished by upper-division chemistry students and the results are consistently good, comparing well with literature values.

This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users' digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users' relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.

Social networks integrate adolescent daily life by configuring modes of socialisation, negotiation and self-representation through different practices that operate as subjectivation resources and condition the gender experience. The objective of this study is to explore the production of selfies and videos among adolescents from Puebla (Mexico) and Galicia (Spain) from a gender, territorial, and sociocultural perspective. A survey study was carried out using an online questionnaire designed ad hoc and applied to 6,654 adolescents (14-17 years), with different gender identities, from public secondary schools in Puebla and Galicia. The results show that the selfie is a more widespread practice among adolescents than video, with revealing differences in its production. Similarities are evident in the level of preparation and the motivations that lead to these practices. Gender differences are found in their production in terms of intentions, materialities, and body expression. The family's sociocultural level and the territory are visualised as realities that affect the production of these practices. The conclusions point to a transition of knowledge and meanings between the selfie and video and the relevance of analysing gender experience on social networks in light of the forms of power they exercise there.

Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods course assignment that examined teacher noticing and planning for future instruction. The work samples were analyzed using structural coding. Results indicate that PSTs can: (a) notice students' mathematical thinking in photographs they captured; (b) attend to and interpret the mathematics in photographs, but need additional support to consider how to respond to the mathematical thinking; and (c) use learning trajectories or progressions to help them notice, but there is less evidence of them using learning trajectories or progressions as a tool to respond to students' mathematical thinking. Implications for mathematics teacher education and future research are considered.

The objective of this study is to conduct an analysis of the social class representations in visual materials utilized in the English language textbook at the 9th-grade level during the 2022-2023 academic year in Turkiye. Employing a descriptive qualitative research design, data were obtained through the documentation method by scrutinizing visual content - encompassing images, drawings, and photographs - contained in the 9thgrade English language textbook published by the Ministry of National Education in 2022. The analytical framework to discern the social class representations in the visual content of the textbooks was drawn from Cunningsworth's (1995) approach. Social class depictions in the relevant textbook were analyzed searching for evidence of the presence of the following class related identities: governing/governed, worker/employer, oppressor/oppressed, impoverished/affluent, rural/urban, skilled/unskilled, unemployed/unemployed/jobless, homeowner/tenant/homeless, migrant/refugee, and the wealth levels of nations. The goal was to demonstrate social inequalities and class distinctions through these criteria. The findings of the research revealed qualitative examples of social inequality and imbalance within the visual materials of the textbook. The representation of social classes in the examined textbook predominantly reflects the images and values of the middle class. The visual depictions of social class tend to feature professions representing the upper and middle social classes, with a notable absence of occupations associated with the lower social class. In light of these outcomes, it is suggested that in addition to presenting an ideal social life for students, textbooks should incorporate visuals that authentically portray social classes and relationships.

Artificial intelligence is already all around us, and its usage will only increase. Knowing its capabilities is critical. A facial recognition system (FRS) is a tool for law enforcement during suspect searches and when presenting photos to eyewitnesses for identification. However, there are no comparisons between eyewitness and FRS accuracy using video, so it is unknown whether FRS face matches are more accurate than eyewitness memory when identifying a perpetrator. Ours is the first application of artificial intelligence to an eyewitness experience, using a comparative psychology approach. As a first step to test system accuracy relative to eyewitness accuracy, participants and an open-source FRS (FaceNet) attempted perpetrator identification/match from lineup photos (target-present, target-absent) after exposure to real crime videos with varied clarity and perpetrator race. FRS used video probe images of each perpetrator to achieve similarity ratings for each corresponding lineup member. Using receiver operating characteristic analysis to measure discriminability, FRS performance was superior to eyewitness performance, regardless of video clarity or perpetrator race. Video clarity impacted participant performance, with the unclear videos yielding lower performance than the clear videos. Using confidence-accuracy characteristic analysis to measure reliability (i.e., the likelihood the identified suspect is the actual perpetrator), when the FRS identified faces with the highest similarity values, they were accurate. The results suggest FaceNet, or similarly performing systems, may supplement eyewitness memory for suspect searches and subsequent lineup construction and knowing the system's strengths and weaknesses is critical.

Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences; however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences.

This paper examines the significance and potential of educational practices of evening junior high schools (yakan chugaku). After World War II, evening junior high schools were established for children who could not attend daytime junior high schools, and later those who had not completed compulsory education beyond school age began to study there. After the Act on Securing Educational Opportunities Equivalent to Ordinary Education at the Stage of Compulsory Education was enacted in 2016, new evening junior high schools have gradually begun to be established. This paper provides an overview of the history and present of evening junior high schools and then discusses the case of Osaka Prefecture, where the most advanced emancipatory educational practices, so-called "liberation education (kaiho kyoiku)," have taken place since the 1970s. It focuses on the practice of Kim Hyangdoja, a second generation Zainichi Korean who teaches at an evening junior high school in Higashi-Osaka City. She and her colleagues have sought a way for marginalized people, especially first-generation Zainichi Korean women, to become aware of their historical and social position. We considered the significance of her practice, "Writing my history with photos," similar to Paulo Freire's literacy education. We clarified that this practice is not only for making personal history, but is also an arena for expressing the identities of different social groups.

The COVID-19 pandemic has strained higher education institutions, especially small Historically Black Colleges and Universities (HBCUs). As campuses closed and reopened, Black communities' digital divide grew, adding to the need to stay connected. This study uses social capital to examine how institutions use language, tone, content, and information to bridge social capital. An analysis of 35 small liberal arts HBCUs' Instagram posts was undertaken to compare post frequency, types of information, engagement, tone, language, and content in 2019 before the COVID-19 pandemic and during the pandemic, 2020 and 2021. This study indicates that post-oversaturation in 2020 and 2021 and information type may factor into post-engagement from stakeholders. Using a casual tone, language not using "your" terminology, and content without graphics has more engagement. More comments in 2020 and 2021 indicate that stakeholders may have sought to bridge social capital.

In this article, we, as 3 faculty members in the English for Speakers of Other Languages Program at the Community College of Baltimore County, reflect on our experiences of transforming online and remote classrooms into a community during the pandemic and examine the literature that underscores how classroom community and belonging contribute to student success. We share research on 3 engaging learning activities that have successfully built this community among students in our own virtual classrooms: hall of fame, discussion boards, and jigsaw readings. Although what we share is rooted in our experiences as English for speakers of other languages faculty in the context of a large community college, we have chosen activities that can be applied in various contexts to foster community.

This research builds on the recently published paper (Garden, 2022c), which explored through interviews the use of iPads as cameras to enhance Forest School practice. Children's perspectives of the Forest School space captured what was important to them on camera (Garden, 2022c). Working with the same group of 32 Key Stage 2 children selected from two UK primary schools, the research explored the images captured on iPad cameras during the follow-on session. The unstructured interviews explored the children's feelings and meanings associated with the images captured in the Forest School space using Interpretive Phenomenological Analysis (IPA). The photographs can be understood within the themes of 'play with technology', 'soft fascination' and 'place attachment', all of which are inherent in the Forest School ethos. Suggestions for future research include reflections on the ways the capturing of images of Forest School can encourage peer collaboration whilst considering the relative influence of space.

In this story collected and shared as part of the OurStoryBridge online short-form oral history project from the Tremonton City Library in Tremonton, Utah, Parry recalls learning Shoshone history and culture from stories that his grandmother, Mae Timbimboo, told him. Parry recounts his excitement in elementary school when he heard that Shoshone history would be an upcoming topic. But Parry's delight turned to shock and concern when none of the stories his grandmother taught him, such as how the coyote stole fire or how the eagle became bald, were mentioned in his class. Instead, this rich heritage was narrowed down to the events of the Bear River Massacre, the largest mass murder of Native Americans by U.S. Army forces in the American West.

The academic journey to become a professional counselor can be challenging for counselors-in-training (CIT), adversely affecting their physical health, mental health, and wellness. Counselor educators (CE) have recognized a need for wellness training and interventions to assist CIT during graduate school and to prepare them for their careers. Photography is considered a tool in art therapy within the realm of expressive therapies that can be used for wellness purposes. We review wellness, CIT struggles with wellness, expressive therapies, and photography techniques to promote CIT professional development and wellness practices. We identify the history of photography tools, describe each tool more precisely, and provide examples of how they can aid CIT in addressing their health and wellness and increasing their knowledge and use of photography as a wellness tool with future clients. We discuss practice and research implications for CE and CIT.

Limited literacy has a large impact on the U.S. population; about half of adults lack sufficient literacy proficiency. However, not all populations are impacted equally, as there is a significant comorbidity between low literacy and mental illness. The authors have found that smartphones can offer mental health patients with low literacy numerous resources. They will highlight two examples in this article and describe how each can be beneficial to a patient's health. While these resources have great potential, the authors realize that not all patients are able to use their smartphones like this as they lack basic digital literacy. [For part 1 of this Forum on supporting mental health, see EJ1389837. For part 3, see EJ1389833.]

The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students' interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.

This study aimed to determine the opinions of science teacher candidates about their experiences in the process by examining the effect of using Instagram in online learning environments on the sense of community. The study involved 41 teacher candidates, 21 in the experimental group and 20 in the control group. Convergent parallel design, one of the mixed-method designs that quantitative and qualitative research methods, was used in the study. The "Community Feeling Scale in Online Environments", "Structured interview form" and "Teacher candidates' diaries" were used for the data collection. Descriptive statistics and independent groups t-test methods were used for the analysis of the quantitative data and content analysis technique was used for the qualitative data. The quantitative findings revealed a significant difference in favour of the experimental group in the post-test scores of the teacher candidates between the experimental and control groups. It has been concluded that the use of Instagram in the learning environment has a positive effect on the sense of community in online learning so that teacher candidates can communicate with each other and with the instructor. According to the qualitative findings, the teacher candidates stated that the quality of these posts is guiding, clear, and precise. They stated that the posts enhanced the intelligibility, made the learning easier, and guided the process. In conclusion, it has been revealed with quantitative and qualitative findings that the posts related to various approaches used in science teaching using Instagram support the sense of community in online learning environments of science teacher candidates.

The use of Unmanned Aerial Systems (UAS), also known as drones, is increasing in geospatial science curricula within the United States. Four geospatial science faculty members within the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University (SFASU), Texas, focus on applying imagery obtained from drones to map, monitor, and quantify natural resources. To produce society-ready foresters, natural resource managers, and environmental scientists, the geospatial science faculty employ an intensive one-on-one hands-on interactive approach in training future resource management professionals in how to effectively apply drone technology within natural resource endeavors. In particular, recent instruction has focused on training students how to evaluate the amount of overlap and sidelap percentages required within a drone flight to create the optimum orthophoto mosaic. Results indicate that the one-on-one interactive methodology employed by faculty at SFASU produce highly qualified drone pilots capable of providing the drone community with new insights on how to produce accurate orthophoto mosaics in a timely and efficient manner.

Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method--photography--we facilitated postgraduate students' reflections on their higher education experience at a UK university during the COVID-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students' photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about ('international') students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students' experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.

Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children's rights.

As social media use has risen, teachers have also taken up the medium in specific ways. This study investigates the ways in which teachers are using Instagram, particularly at a moment in time during a global pandemic, when teachers are both more isolated and dealing with multiple modes of instruction, many that involve some new use of instructional technology. Top posts made by teachers using the hashtag #teachersofinstagram are categorized and analyzed using a feminist critical discourse analysis through a visual methodology. Findings indicate that the top posts on #teachersofinstragram portray teachers as heteronormative White females with a focus on sharing the positive aesthetics of the teacher, her classroom, and her life, but that teachers are also experiencing stress and resilience as they connect with other teachers on this platform.

This article examines the affective-discursive responses of students and administrators to representations of diversity. In total, 31 interview participants were presented with a set of nine images sourced from international study office websites. The affective-discursive analysis of their responses utilizes a synthetic framework designed to investigate reactions to representations of race. The analysis suggests the emergence of the concept of "emotional difficulties" in response to these representations of diversity. Interview respondents evaluated, positioned, and aligned themselves, resulting in three distinct types of emotional difficulty: uncritical acceptance, aggressive indifference, and wry amusement. The article argues that these emotional difficulties serve as a manifestation of students' affective-discursive reactions to inclusion and diversity in higher education and are an integral component of how students navigate the intricate complexities of diversity representation.

The pandemic challenged many of us as researchers, requiring that we reflect upon our methods and make modifications to allow for online facilitation. As researchers who traditionally use Participatory Research Methods (PRMs), we were significantly challenged, to reflect on our approach and the ways in which we may remain true to the spirit of PRMs. Through this article, we provide an overview of how we modified two PRMs, Group Level Assessment (GLA) and Photovoice. Additionally, we provide a debrief on the aspects of PRMs we intentionally reflected on as part of our modification process; in particular, how we upheld and honored the tenets of PRMs throughout these modified processes.

In this article, the goal is to describe students' mathematical reasoning in the context of different settings of problem-solving tasks. The core of the tasks are real objects, which are presented to the students with the help of photos, a 3D model or in the environment itself. With reference to the experiential learning theory and relations to problem-solving and modelling, theoretical potentials for mathematical reasoning emerge. In a qualitative study with 19 secondary school students these are empirically tested. The evaluation of the video recordings of the students' solution processes are coded with the help of qualitative content analysis, among others with references to problem-solving and linguistic categories of conclusive speech acts. The results show that mathematical reasoning can be observed especially in the work with photos and that the work with real objects generally evokes reasoning activities in the area of planning and exploration of strategies.

The notion of belonging is an often-referenced but under-theorized concept in studies of school organization. The purpose of this study is to examine the politics of belonging in schools and accompanying implications for how schools are organized and led. This research employs an autophotographic methodology. Student participants took photographs across 2 years of data collection of spaces where they did and did not "fit in" and participated in interviews to explain their photographs. Students identified four themes in their photographs regarding their sense of membership at school: (a) the importance of spaces where belonging is noncontingent; (b) the distinction between calm spaces and surveilled spaces; (c) anxiety in public, "wild" spaces where no help was available; and (d) generally positive but mixed impressions of teachers. An increased understanding of organization leadership for belonging is linked to numerous other timely concerns in educational administration, including equity and inclusion.

Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students' perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education includes Christian normativity, which racializes non-Christians as outsiders who have to justify their needs and resources for their communities.

Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an "ad hoc" demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victim/ization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.

Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student's use of cameras in synchronous online instruction. Results from a cross-sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.

Traditional research examining student stress relies on surveys using pre-determined categories. This study diverts from that approach by adopting a Conflict in Communication class assignment over seven classes (N = 115) using photovoice to determine if results fluctuate by using a different methodology. Additionally, we sought to understand if the sources of stress vary by gender and semester. The data revealed seven categories as the main stressors of student conflict: (1) time management, (2) mental health, (3) finding oneself, (4) future uncertainty, (5) other, (6) financial, and (7) past mistakes. Regardless of participants' sex/gender or semester in which the data were collected, time management and mental health remained constant. Furthermore, finding oneself and future uncertainty were stressors identified more often in the fall rather than the spring semester. These results varied from traditional survey research.

The primary goal of this research is to provide the social and psychological motivational factors that lead consumers to engage with commercial brands on SNS. Specifically, this study addresses consumers' motivations in terms of why they follow a brand's account on Instagram, helping us to understand what specific motives and needs consumers have regarding their use of the Instagram platform. Within the theoretical framework of U&G, this study found that individuals who follow Instagram brand accounts have seven social and psychological motives: "Social Interaction, Brand Love, Affinity for Instagram, Brand Admiration, Entertainment, Decision Making, And Information" that lead consumers to engage with commercial brands on Instagram. To further investigate the relationship between identified motives and consumer involvement in SNS brand accounts, Study 2 measured involvement outcome variables such as eWOM frequency, attitude toward brand, brand trust, brand satisfaction, pass along intention, and willingness to buy. The overall findings of this research point to the importance of applying social presence theory to understanding consumer behavior in the Instagram context. Brand account followers' intrinsic motivations may reduce the psychological distance that they perceive between themselves and the brand they are following.

Generational experiences create unique contextualised meanings for society. This is the case with millennials in South Africa, many of whom use social media to organise their lives and engage with issues pertinent to them, such as South Africa being a rainbow nation. Some of these millennials are history teachers who, when at work, have to teach an official history which may contradict some of their social media engagements. This motivated this article of which the aim was to identify the dominant conversations when relating to the rainbow nation among a selected group of Black millennial history teachers. In this interpretative phenomenological analysis (IPA) we used a qualitative approach in which 10 participants were involved in photo elicitation, semi-structured interviews, and focus-group discussions. Data were thematically analysed. The findings reflect millennials mainly engaged with violence, coloniality, victory, unity, and identity. The findings further suggest that the discourses were both contending and overlapping. We argue that millennial history teachers in South Africa hold different views about the rainbow nation: even though they paint the notion with predominant negativity, there is evidence of underlying positivity about it.

The development of photo-based digital comics is one of the fastest-growing digital media and is in great demand. This learning medium is an innovative blend of visual arts and education that offers tremendous potential in stimulating interest in and understanding of complex materials. The importance of understanding disaster mitigation in modern environmental and social challenges cannot be ignored. Drama, as a rich form of cultural expression, allows us to reflect on human life, social relations, and the challenges faced by society. Disaster mitigation is becoming increasingly important to deal with real threats due to climate change and society's vulnerability to natural disasters. This learning concept is especially effective for students who need an innovative and interesting approach. The development of photo-based digital comics as teaching materials is very interesting. Combining visual elements from photographs with strong narratives, digital comics will be able to present complex materials in an easy-to-digest form. This approach provides a great opportunity to convey information on learning and the importance of disaster mitigation in a way that is closer to students' daily lives, resulting in more authentic and embedded learning. This research focuses on efforts to develop teaching materials that are communicative, not boring, effective, and applicable to support creativity and increase students' understanding of social problems identified in society.

This paper describes a study in which five physical science teachers were requested to take photographs and describe the science concepts embedded in these. Particularly, the science had to be relevant to the grade 10-grade 12 curriculum they were teaching. This study was an exploratory case study employing qualitative methods. To analyze data from the study, the four-field method for analyzing photographs was used (Käpylä, 2014). The analysis reveals that in all the narratives accompanying the captured photographs, the Indirect Observation-Cognitive Domain dominated. The overall findings of the study demonstrate that the corresponding narrations reflect the cognitive role of photographs. However, this paper argues that phenomenological thinking about human experience connects emotions and personal and social meanings to factual knowledge and knowledge structures, therefore these purposes of pictures in teaching and learning of physical science could be divided into cognitive, affective and psychomotor domains.

This is a report from the field, where an immigrant mother journaled about her Yemeni American daughters (ages 7 and 13, born and raised in the U.S.) visiting museums for the first time. Her diary documented how mother-child and sibling interactions in museum education contributed to building cognitive and affective skills required for academic success in formal schooling. Her diary entries included: (1) anecdotal observations, (2) interviews of her daughters and her immigrant father, and (3) reflective and photographic journaling. Her daughters' journaling and photo documentations further supported their mother's entries. Vygotsky's sociocultural theory is the conceptual framework for this project. The mother promoted her daughters' immigrant identity via visits to museums and activities related to the museum and the family's immigrant identity offered before, during, and after the museum visits. The project culminated with her daughters creating their unique family museum and dramatizing as docents. We recommend: (1) museum-related interactive literacy activities, and (2) creating and dramatizing a family museum. We buttress these recommendations with research, Vygotsky's theory, and our evidence-based practice. We conclude that the daughters demonstrated the cognitive and affective skills required for academic success in formal schooling while simultaneously developing their immigrant identity. We suggest replicating this project to promote immigrant identity among other cultural groups. We lastly present an educational case study of the grandfather's immigrant experiences in the appendix.

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah's practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective ethnography approach specifically suited to the online environment and digital communication where the researcher's physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah's practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah's use of quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah's practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah's practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the learners' changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and its implementation on a daily basis.

The article presents the results of a 2022 study involving students training to be civic studies teachers. Three research goals were set: to determine which gender and family stereotypes burden the interpretation of a photograph; to identify qualitative differences in the perception, analysis, and interpretation of the photograph depending on the form of the questions asked; and to gain respondents' feedback on the test. The test used a computer and was based on a family photograph and a series of questions. Three methods of data collection and analysis were used (audio recording analysis, eye-tracking, interview). The study found that future teachers are substantially influenced by gender stereotypes in Czech society. It also confirmed the importance of didactic structuring when analysing iconographic material. The findings show the importance of gender-sensitive education and the development of didactic skills for interpreting visual texts as part of undergraduate training for future civic studies teachers.

Smartphones and the literacy to harness the educational affordances of photographs currently rest on the bedrock of second language (L2) education. Building on social semiotic theory, this study developed and validated a visual literacy scale for smartphone photography (VLS4SP). Despite the importance of visuals and smartphones, no valid scale is available in the domain of English language teaching (ELT) to measure L2 teachers' VL. In developing and validating the new VLS4SP, initially, some items were generated and tested for validity. Second, the scale was tested through rigorous psychometric analyses. The results of structural equation modeling (SEM) suggested the existence of 28 items that represent the established conceptualization of VL in the literature and the three areas of meaning metafunctions in the social semiotic theory: representational, interactive, and compositional. Overall, the study tapped upon two crucial technological and literacy factors in ELT which paves the way for further research and the applications of the scale in ELT.

The authors develop, use, and evaluate a spherical video-based virtual reality (SVVR) app for teaching operations management. The app contains a 360-degree photo- realistic copy of real factory environments with blended information and gamified exercises. To solve a learning assignment, students virtually immerse themselves in the factory using the app on their smartphones with virtual reality headsets, tablets, or computers. The authors developed the SVVR app together with an industrial partner, implemented it in a graduate-level course on production and operations management, and evaluated it by drawing on app user data, assignment grade scores, and an evaluation survey. The results show that students reported an overall positive learning experience and that students who engaged more in the SVVR app performed better on the assignment. This paper contributes to the literature on SVVR with evidence of the learning effects of SVVR in an operations management curriculum. It provides an example of how SVVR enables virtual factory visits, integrates gamification elements, and can be integrated into teaching.

Electronic Learning (E-Learning) played a significant role in education during the COVID-19 pandemic. It is a way to teach and learn online, and it is an efficient method of knowledge transfer for the instructors and students, who must practice social distancing and have less interaction during the pandemic. However, although multimedia applications have provided convenience for online learning, they still present challenges for instructors to measure and assess students' attentiveness during online classes. This study aims to develop an assessment framework based on machine learning methods to analyze students' attentiveness in online sessions and provide a guiding solution for instructors to manage their online classes. The framework detects the behavior of learners and analyzes signs of distraction, drowsiness, and varied emotions while they participate in online classes. These three signs have been used as features to train the Long Short-Term Memory (LSTM) model for predicting whether learners are 'Focused' or 'Not Focused' during their online classes. The developed model achieves an accuracy of 90.2% on the test dataset based on the experiment results. However, this project could be further developed for more efficient research. It can also serve as a foundational guideline for the efficacy of online teaching systems, which can play a key role in helping instructors adopt suitable teaching methods for learners in the future.