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The document titled "Index" is a comprehensive index of topics covered in the journal "Advances in Research on Teaching." It covers a wide range of educational theories, methodologies, and concepts, making it a valuable resource for library patrons conducting research on specific topics in the field of teaching and education. The index includes discussions on humanizing pedagogy, expansive learning, experience-based learning, and the role of social media in education. It also addresses issues such as excessive teacher entitlement, teacher authority, and the importance of reflection in teaching. The document provides diverse perspectives and research methods, making it a valuable resource for library patrons conducting research on education-related topics. [Extracted from the article]

Educators and researchers have been interested in supporting sentence-level language comprehension for struggling readers, but it has been challenging to research. To investigate the properties of sentences that might be useful targets for future research in instruction and assessment, we coded several features of the items in a computer-adaptive scale of sentence comprehension. The Syntactic Knowledge Task is designed for students in Grades 3–10. We then explored how the features of the sentences were related to the item's difficulty value to determine which aspects of sentence-level language made sentences more and less challenging for students across a range of development. We found that genre, words that represent a logical connection, number of idea units, long words, and words on the Academic Word List were significantly associated with item difficulty. Implications for understanding students' sentence-level language development are discussed. [ABSTRACT FROM AUTHOR]

Background: The authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neuroanatomical education compared to conventional methods (specifically whether the stereoscopic or monoscopic mode is more effective) is still unclear. Methods: A three-limb randomized controlled trial was designed. A sample (n = 152) from the 2022 cohort of MBBS students at Government Medical College, Thiruvananthapuram (GMCT), was randomly selected from those who gave informed consent. After a one-hour introductory lecture on brainstem anatomy and a dissection session, students were randomized to three groups (S – Stereo; M – Mono and C – Control). S was given a 20-min demonstration on the brainstem lesson module in AnaVu in stereoscopic mode. M was given the same demonstration, but in monoscopic mode. The C group was taught using white-board drawn diagrams. Pre-intervention and post-intervention tests for four domains (basic recall, analytical, radiological anatomy and diagram-based questions) were conducted before and after the intervention. Cognitive loads were measured using a pre-validated tool. The groups were then swapped -S→ M, M →S and C→S, and they were asked to compare the modes. Results: For basic recall questions, there was a statistically significant increase in the pre/post-intervention score difference of the S group when compared to the M group [p = 0.03; post hoc analysis, Bonferroni corrections applied] and the C group [p = 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. For radiological anatomy questions, the difference was significantly higher for S compared to C [p < 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. Cognitive load scores showed increased mean germane load for S (33.28 ± 5.35) and M (32.80 ± 7.91) compared with C (28.18 ± 8.17). Subjective feedbacks showed general advantage for S and M compared to C. Out of the S and M swap cohorts, 79/102 preferred S, 13/102 preferred M, and 6/102 preferred both. Conclusions: AnaVu tool seems to be effective for learning neuroanatomy. The specific advantage seen when taught with stereoscopy in basic recall and radiological anatomy learning shows the importance of how visualization mode influences neuroanatomy learning. Since both S and M are preferred in subjective feedbacks, these results have implications in choosing methods (stereoscopic – needs 3D projectors; monoscopic – needs web based or hand-held devices) to scale AnaVu for anatomy teaching in medical colleges in India. Since stereoscopic projection is technically novel and cost considerations are slightly higher compared to monoscopic projection, the specific advantages and disadvantages of each are relevant in the Indian medical education scenario. [ABSTRACT FROM AUTHOR]

AbstractDesign of Experiments (DoE) is a relevant class to undergraduate students in the sciences, because it teaches them how to plan, conduct, and analyze experiments. In the literature on DoE, there are several contributions to its pedagogy, such as easy-to-use class experiments, virtual experiments, and software to construct experimental designs. However, there are virtually no systematic evaluations of the actual DoE pedagogy. To address this issue, we build the first database of DoE courses offered to undergraduate students in the United States. The database has records on courses offered from 2019 to 2022 at the best universities in the US News Best National Universities ranking of 2022. Specifically, it has data on 18 general and content-specific features of 206 courses. To study the DoE pedagogy, we analyze the database using descriptive statistics and text mining. Based on our analysis, we provide instructors with recommendations and teaching material to enhance their DoE courses. The database and material are included in the supplement of this article. [ABSTRACT FROM AUTHOR]

A common problem of undergraduate courses about security and computer networks is the difficulty of providing practical exercises to students. Although different approaches have been followed to solve this problem, it is still an open issue. In this work, we first discuss several possible open-source simulation/emulation/virtualization tools that could be used in the design of a lab session for teaching Virtual Private Networks (VPN) fundamentals based on OpenVPN. Next, we describe how a hands-on lab about VPNs can be carried out with the selected virtualization tool, called NETinVM. The proposed lab starts installing the OpenVPN packages in client and server machines, as in a real-case scenario. Although in this case both client and servers are Kernel-based Virtual Machines (KVM) connected to networks inside NETinVM. The nested virtualization included in NETinVM allows to deploy all the required types of VPNs within the virtual machine, allowing the students to reproduce the lab without the need of a network infrastructure, and following exactly the same process required in a real scenario. The evaluation results show that the level of learning achieved by the students through this lab session seems to be high, and they consider this lab useful for their professional development, showing that virtualization technology can help in computer network education. [ABSTRACT FROM AUTHOR]

Calvino's reflection on quickness brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss quickness as a virtue, Calvino refers to the potentiality of human reasoning and typifies different styles of thought. Elaborating on quickness as a quality and a virtue in the contemporary societal and more particularly educational context which is conceptualized as "accelerated time" (Rosa Social Acceleration: A New Theory of Modernity, 2013) and "network time" (Hassan Time & Society 12:226–241, 2003) might at first glance seem somewhat irrelevant. However, the pressing relevance of this virtue lies precisely in the digitized direction which school education is faced with. The shift towards digital school education bears the implication of decoupling the space and time of education from the here and now of the classroom. This, on the flip side means allowing global events as well as personal happenings of the teacher and students to enter the classroom, leading the lesson time to become a poly-synchronous time. That is against this contemporary background of digital education that this article attempts to relate to Calvino's understanding of quickness. The article embarks on characterizing four aspects of Calvino's reading of quickness and problematizes their manifestation in the current digital school education climate and finally, it seeks to open some concrete horizons for re-introducing quickness as a virtue for education in the digital age. [ABSTRACT FROM AUTHOR]

The article explores the impact of artificial intelligence (AI) on teaching and learning in open and distributed learning environments. Topics discussed include AI's potential to enhance personalized learning and engagement, the ethical and technical challenges it presents, and the importance of responsible AI implementation to maximize benefits while mitigating risks.

This document is an introduction to a special issue of the Asia-Pacific Education Researcher journal titled "Applications of Psycho-emotional Traits in Technology-Based Language Education (TBLE)." The introduction discusses the impact of technology on language education and introduces the concept of TBLE, which refers to the use of electronic technologies in language education. The document highlights the benefits and challenges of incorporating technology into language classrooms and emphasizes the importance of psycho-emotional traits in overcoming these challenges. The special issue includes articles that explore the implications and applications of psycho-emotional traits for both language learners and teachers, as well as the impact of technology-based education on learners' psycho-emotional traits. The document concludes by suggesting future research directions in this field. [Extracted from the article]

Over the last 50 years education has been transformed by digital technologies. Many efforts have been made to create and apply "digital" teaching and learning methods, tools and platforms. The last 25 years of computer-based education can be characterized by the availability of digital information sources and the implementation and operation of digital learning management platforms based on the Internet. The question about further meaningful and effective progress in the next decades is openly discussed. Many expect strong influences and changes from artificial intelligence systems that generate contextualized information from various sources. Some see interactive virtual worlds expanding and partially replacing the physical world. Many believe in the further development of learning management and communication platforms. Others do not expect much valuable change at all due to the slow pace of complex educational systems with recent studies even showing a decline in the quality of educational outcomes during the last five years as a result of even too much digitalization in education. This paper discusses these positions with an emphasis on the roles of humans and computers and their interfaces, i.e. Human-Computer Interaction, for future learning and teaching with rapidly changing information technologies in the next 25 and 50 years. [ABSTRACT FROM AUTHOR]

Public computer education systems provide students essential opportunities to enhance computer literacy and information skills. However, the widespread adoption of online education technology exposes the field to several critical security risks. Threats, such as malware infections, data breaches, and other network intrusions, are all challenging the security of education systems, posing potential hazards to students' personal information and even the entire teaching environment. To spur further work into specialized anomaly detection techniques for computer education, this paper presents an anomaly detection framework tailored for network services in computer education environments to safeguard these systems. Specifically, the proposed approach learns from large-scale online educational traffic data to classify the security state into five alert levels, enabling more granular anomaly detection and analysis. To assess their detection performance, deep learning and traditional machine learning algorithms are implemented and compared for multi-class intrusion classification. The results show that the proposed framework provides an effective security solution to bolster the integrity and stability of computer education systems against evolving network threats, enhancing threat intelligence to inform proactive security by detecting and characterizing anomalies through multilevel classification. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that comprehension of expository texts presented digitally is a challenging endeavor, particularly for children. Many reading interventions, both from traditional classroom settings and computer-based contexts, have focused on much needed strategy instruction but have simultaneously neglected a focus on motivation. Alternatively, game-based learning environments (GBLEs) have the potential to simultaneously address both motivation and strategy use. Currently, there are few available GBLEs that target expository text comprehension. For this reason, this study employed a quasi-experimental between-subjects media comparison design to examine the effects of Missions with Monty, a GBLE supporting metacomprehension for expository science texts, on reading comprehension and motivation. Fifth-grade students (N = 234) engaged with either Missions with Monty or a comparison, computer-based version of the program lacking gamified elements for a period of 6 weeks and were assessed on reading comprehension skills and five dimensions of reading motivation. Results indicated that students in the GBLE condition showed significantly greater improvements in reading comprehension (g = 0.56), intrinsic motivation for reading (g = 0.52), and curiosity (g = 1.11) than their comparison-condition peers. Moreover, effects of the intervention on reading motivation were independent of prior reading comprehension for each of the reading motivation dimensions except reading efficacy. These findings support the notion that GBLEs can be an effective tool to foster digital expository text comprehension, particularly for struggling and uninterested readers. Educational Impact and Implications Statement: Digital expository texts are challenging to comprehend particularly for children. Thus far, interventions have focused mainly on cognitive aspects of text comprehension; engaging readers has not been a focus. The current study adopted a dual-pronged approach presenting an engaging learning environment combined with strategy instruction and showed that game-based learning environments can be suitable tools to foster reading comprehension and reading motivation. [ABSTRACT FROM AUTHOR]

This study aims to analyze, determine, and quantify the literature on student intention toward entrepreneurship development (ED) and identify trends, developments, or progressions in the SCOPUS database. By utilizing an electronic search methodology, the most pertinent scholarly articles were identified. VOS Viewer software and R program code were utilized to evaluate each analytical instrument. Coauthorship, co-citation, conceptual structure, co-word occurrence, and citation analysis were among the numerous factors investigated. The study incorporates data from 1,465 sources, including conference proceedings, journals, and books. The source with the second-highest impact is the International Journal of Education, while Computers and Education has the greatest influence. This study provides a complete picture and description of the resulting body of knowledge in student intention toward entrepreneurship development. [ABSTRACT FROM AUTHOR]

This study explores the development of an eye-tracking solution for paralyzed students, enabling them to access and utilize personal computers for their education. It relies on eye-tracking technology, enabling computer control through eye movements. The study followed four phases: problem analysis, solution development, evaluation, and documentation. In the analysis phase, the problem for developing a solution was defined based on the interviews with the instructor, the paralyzed student, and his parents. The iterative and incremental development process was followed in the development phase with four development cycles. At the end of this phase, an eye-tracking-based computer control system and design principles were obtained to develop such a system. During the evaluation phase, paralyzed student used the system for two semesters. The final phase documented design principles for further eye-tracking systems to support paralyzed individuals' academic lives. By adhering to these design principles, there is a need to develop and adapt more solutions and systems for the benefit of paralyzed people, enabling them to access and maintain their academic lives. The study highlights the potential of eye-tracking technology for paralyzed students and promotes the development of similar solutions. [ABSTRACT FROM AUTHOR]

This article explores the challenges faced by classroom teachers in vocabulary instruction and the methods and techniques they use. The research aims to help teachers understand the difficulties in vocabulary instruction and use different strategies to overcome them. The article is based on teachers' experiences to evaluate the effectiveness of various teaching methods. This study can be a useful resource for library users conducting research on vocabulary instruction. [Extracted from the article]

This article discusses the effects of combining online technologies and face-to-face teaching in secondary school visual arts courses. The study found that the experimental group, which received online learning and face-to-face instruction, had higher visual arts achievements and attitudes compared to the control group. The article emphasizes the importance of integrating technology and different teaching approaches to enhance students' learning outcomes in visual arts education. It also highlights the benefits of combining online and face-to-face teaching, such as increased student satisfaction and participation. The text concludes by suggesting the need for more research on the use of online activities in visual arts courses and the development of teachers' online learning skills. Additionally, the document provides a list of references and citations for further research on online learning, technology integration, and the impact of the COVID-19 pandemic on education. [Extracted from the article]

This paper introduces Education Platform for Equivalent Resistance (EDUPERES) and Gamification of Equivalent Resistance (GAMERES), two different parts of a new computer aided education platform with interactive and imaginative design and game elements, which have been created during 4 years. In Vocational School of Transportation of Eskişehir Technical University, electrical circuit analysis is a compact course which exhaustively yet quickly covers all the DC and AC circuit concepts. During the course, it is observed that some students have difficulties in some basic capabilities such as calculation of equivalent resistance of either a standard or a compact circuit, dividing currents, and so on. More sadly, this inability spreads to the rest of the semester. This study aims to overcome this issue through a smart interactive education platform and gamification. The first part, that is, EDUPERES visualizes and animates the solutions of electrical circuits. To make the students exercise circuit questions, it provides an interface which simulates the comfort of using paper and pencil. This platform is powered by a smart algorithm to watch almost all of the actions of the students and to give prompt warnings. It allows students to transform the shapes of compact circuits during circuit reduction. The second part, that is, GAMERES imaginatively converts the circuit questions into action, competition, shooter, puzzle, and maze games. Via box plots and Mann–Whitney–Wilcoxon nonparametric tests, it is shown that EDUPERES and GAMERES can significantly increase students' learning. The success of EDUPERES and GAMERES is discussed with regard to previous studies and gamers' motivations. [ABSTRACT FROM AUTHOR]

In order to improve the comprehensive ability evaluation effect of students majoring in preschool education, this paper combines computer technology to evaluate the comprehensive ability of students majoring in preschool education. Through linearization, this paper deduces the state space model of data load of students' comprehensive ability and the transfer function model of student's comprehensive ability data load. Moreover, this paper establishes an analytical expression between the model coefficients of the transfer function of student's comprehensive ability data load and the transfer parameters of student's comprehensive ability data load. In addition, this paper analyzes and selects the identification method of the parameters of students' comprehensive ability data load model. Since the parameters of the student comprehensive ability data load model have physical meanings, the parameter identification of the student comprehensive ability data load model is a gray box identification, and constraints are required when identifying the parameters of the student comprehensive ability data load model. The experimental study has verified that the comprehensive ability evaluation model of students majoring in preschool education based on computer technology can play an important role in the comprehensive ability evaluation of students majoring in preschool education. This article adopts the comprehensive load model in the Comprehensive Stability Calculation Program (PSASP) to eliminate the shortcomings of factor analysis in traditional teaching comprehensive evaluation, and has a certain reference value for the promotion of intelligent teaching in the future. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Distance Education (1672-0008) is the property of Zhejiang Open University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the effect of STEM applications integrated with computersupported materials on mathematics achievement in the subject of ratioproportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning. [ABSTRACT FROM AUTHOR]

This study offers valuable insights into family needs and interaction patterns regarding the use of information and communications technologies (ICT) in everyday life. Given that ICT has become an important part of everyday family life, it is essential to comprehensively explore family interactions related to experiences with digital technologies. Within the DigiGen project, 30 interviews involving 10 families were conducted with children aged 5 to 10 years and their family members in Estonia. The aim of the study was to identify the interaction patterns regarding ICT use that emerge between family members in daily life and the daily family needs that are accompanied by ICT use. Thematic analysis was carried out to identify the main themes in the data. Four primary themes of family needs and interaction patterns regarding the use of ICT in everyday life – satisfying needs in family life, the roles of family members, conflicts/disagreements in family life and family rules and negotiation – are discussed. [ABSTRACT FROM AUTHOR]

Many technological applications (apps) purport to help children learn academic material. Building on research in developmental and educational psychology, we developed and tested an app to teach biological and physical science content to preschool children. There were 21 children in the control condition (Mage = 50.30 months, SD = 8.61) and 21 children in the intervention condition (Mage = 53.21 months old, SD = 6.36). Children were given pre- assessments and post-assessments of their understanding of living things, inheritance, buoyancy, and balance. Half were assigned to play the app for 3 weeks or to a control condition that only completed the assessments. Based on ANCOVA and ANOVA models, children in the app condition increased in their understanding of living things and buoyancy on a near-transfer task from pre-test to post-test assessment, whereas the children in the control condition did not increase their understanding. The findings suggest that drill and tests apps focusing on science content that take account of folk theories of science can support children's science learning. [ABSTRACT FROM AUTHOR]

The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching–learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers' interaction with computer technologies in education. Different authors have presented assessment methods for teachers' digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers' digital competence evaluation process based on monitoring metrics obtained from teachers' interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher's competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher's profile and planning educational actions to improve these competencies. [ABSTRACT FROM AUTHOR]

Background: Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method: In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master's degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants' perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings: Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions: Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the efficacy of an edX-based learning technology and learning environment augmented with artificial intelligence (AI) applications in fostering technological innovation skills among university students. A quasi-experimental design was employed, involving two groups of bachelor's degree students (n = 57) from the College of Education at King Khalid University. The experimental group (n = 28) utilized the edX platform with integrated AI features, while the control group (n = 29) employed the traditional Blackboard platform. Both groups participated in the "Using Computers in Education" course. A pre-post assessment of technological innovation skills was conducted, and the data were analyzed using an independent sample t-test. Results revealed a statistically significant difference in skill development between the groups, favoring the edX platform with AI integration. These findings suggest that using blended learning environments may have the potential to enhance students' technological innovation capabilities. [ABSTRACT FROM AUTHOR]

The South African Journal of Higher Education recently published an editorial discussing the integration of digital technology in Africa's higher education practices. The article emphasizes the potential benefits of digital technology in teaching and learning, including improved educational outcomes. It suggests the need for effective integration of technologies like artificial intelligence, blockchain, and mobile learning, while considering the diverse needs of students. The editorial also includes research articles that explore the use of specific digital tools in STEM education and English language learning. It addresses the importance of teacher collaboration and workload management in implementing digital pedagogies and emphasizes the significance of using digital technologies to promote equity and accessibility in assessment for students with disabilities. Additionally, the document provides a summary of several research studies conducted in South Africa on the impact of the digital revolution on higher education. These studies cover topics such as the challenges and opportunities of digital technology in education, the need for a practical curriculum, technology-assisted education post-COVID-19, digital skills development for academics, and the experiences of women academics in online conferencing. The findings highlight the importance of inclusive assessment practices, student-centered teaching strategies, and the integration of virtual and in-person learning in hybrid classrooms. Overall, these studies contribute to a better understanding of the role of technology in higher education and offer recommendations for improving teaching and learning practices. [Extracted from the article]

Personalized learning has become increasingly prevalent in computer-based education. Nevertheless, there remains a scarcity of studies addressing personalized serious games. This paper delves into a study on a personalized serious game that utilizes suitable game elements tailored to students' personality traits, focusing on the dimensions of introversion and extraversion. To evaluate the impact of personalized serious games, a comparative experiment was conducted. The study involved both a Control group (Non-personalized game-based approach) and an Experimental group (Personalized game-based approach). Participants were assessed using pre-post tests measuring knowledge acquisition and retention in information literacy for source evaluation, as well as intrinsic motivation measured through the IMI questionnaire. The findings indicate that while personalized serious games can enhance intrinsic motivation, particularly in terms of perceived competence and effort, they did not significantly impact knowledge acquisition and retention. User behavior data statistics revealed a substantial 37% improvement in engagement, measured by both average and total playtime, especially noticeable among introverted participants. However, this personalized approach was found to be less effective for extraverted participants. [ABSTRACT FROM AUTHOR]

As educational facilitators, teachers should have good digital competence to successfully integrate technology into the learning process. This cross-sectional survey research method was conducted on the needs of digital elementary teachers in West Nusa Tenggara. Respondents were 213 primary school teachers from 10 districts in West Nusa Tenggara, Indonesia. The data collection process is conducted online and is anonymous to maintain the privacy of respondents using the Google Form platform. The data analysis used was the Mann-Whitney U test, as we wanted to compare the competencies of male and female teachers. Moreover, the researchers also conducted FGDs with Heads of Education Bureau in 10 districts of NTB to verify the results in this area. The results of this study show that the digital competence primary school teachers either man or woman teachers are still low. In addition, the teacher's skills in using computers, the Internet, and software in the classroom are minimal. The opportunities for teachers to use the Internet are quite high, but teachers do not use it for classroom learning. Teachers believe that technology can help them withhold concepts or knowledge from students. However, teachers also fear the negative effects if children interact with Technology too often. [ABSTRACT FROM AUTHOR]

This article explores the challenges and opportunities of remote and virtual work-based learning experiences (WBLEs) for students with disabilities. It discusses the importance of individualizing the learning experience for each student based on their needs, abilities, preferences, and goals. Different formats for delivering WBLEs are explored, including online learning, low/no-tech formats, and hybrid learning. The article emphasizes the need for collaboration among educators, employers, families, and community organizations to ensure the success of remote and virtual WBLEs. It concludes by highlighting the potential of these experiences to provide unique and individualized opportunities for students with disabilities. [Extracted from the article]

This document provides an overview of trends and topics in educational technology for the year 2023. The authors analyzed data from various sources to identify current attitudes and behaviors in the educational technology community. The analysis shows that higher education was the primary focus of research, with secondary schools being more represented than elementary schools. Language learning and support and professional development were prominent topics. Online learning was the dominant modality, followed by virtual and augmented reality. Google Docs was the most shared domain on school and district Facebook pages, indicating its widespread use in educational settings. There was a decline in the percentage of YouTube and Zoom links shared, possibly indicating a trend towards prioritizing student privacy and reduced engagement in remote activities. The use of tools for event sign-ups increased, suggesting a surge in posts promoting event registrations post-COVID-19. The popularity of open educational resources (OER) on the EdTech Books platform was highlighted, with theoretical aspects of educational technology, technology-specific guidance, and research and evaluation guidelines being the most accessed chapters. The United States, the Philippines, and India were the countries with the highest platform usage, and mobile devices were increasingly used to access the platform. The analysis of university websites revealed differences in how educators in politically blue and rural states pay attention to artificial intelligence (AI) and OER. The data shows a growing interest in AI-related educational resources on the Teachers Pay Teachers platform, with AI references becoming more prevalent compared to mentions of OER. However, concerns such as academic fraud [Extracted from the article]

There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students' access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education. [ABSTRACT FROM AUTHOR]

Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry-based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre-service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its final version, which incorporates best practices from existing literature on authentic inquiry-based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform-oriented teaching practices. [ABSTRACT FROM AUTHOR]

With a growing interest in quantum technology globally, there is an increasing need for accessing relevant physical systems for education and research. In this paper we introduce a commercially available on-site quantum computer utilizing superconducting technology, offering insights into its fundamental hardware and software components. We show how this system can be used in education to teach quantum concepts and deepen understanding of quantum theory and quantum computing. It offers learning opportunities for future talent and contributes to technological progress. Additionally, we demonstrate its use in research by replicating some notable recent achievements. [ABSTRACT FROM AUTHOR]

Entrepreneurship plays a pivotal role in fostering job creation and economic growth, underscoring the need to encourage and support youth in establishing and developing businesses. In Tanzania, where the unemployment rate stands at 2.75% as of 2021, the rising rate (from 2.2% in 2019) necessitates a profound discussion on education for poverty reduction. This study addresses three key questions: (i) from the international experiences, can the entrepreneurship education be effectively integrated into mainstream secondary schools? (ii) What strategies are preferably employed in other countries to integrate entrepreneurship into secondary education? (iii) Based on international experiences, what contextual approach can be adopted by Tanzania to integrate entrepreneurship into middle school education? By employing the PRISMA framework, document review was primarily employed to gain valuable insights. The findings highlighted the importance of teaching entrepreneurship from an early age, recommending strategies such as extracurricular activities, integration of entrepreneurship into related subjects like computer education, and offering it as a stand-alone subject, all while considering contextual factors. Although challenges persist, it is evident that Tanzania's main hurdle in entrepreneurship education and reducing unemployment lies primarily on political willingness rather than financial capacity. [ABSTRACT FROM AUTHOR]

This article explores the views of Turkish language learners on digital writing and its impact on their language learning. The study involved 21 international students from 16 countries who were attending Turkish language classes at Akdeniz University. The participants engaged in digital writing using platforms such as WhatsApp, Instagram, Telegram, YouTube, and Twitter. They paid attention to spelling and punctuation and used the T9 typing system. The participants believed that digital writing contributed to their learning of Turkish. The study highlights the increasing importance of digital writing in language acquisition and the role of technology in facilitating communication. [Extracted from the article]

This article explores the challenges and benefits of using virtual reality (VR) in classrooms. It focuses on a specific course, Virtual People, which transitioned to an immersive VR format. The article emphasizes the importance of training and support for students and instructors to effectively navigate the virtual space. It also discusses the need for instructors to find appropriate VR content for educational purposes. The article concludes by recommending sustainable and equitable integration of VR into classrooms, considering the course goals and VR software used. Additionally, the article discusses troubleshooting technical issues, different delivery methods, and the importance of aligning VR usage with learning objectives. [Extracted from the article]

Creativity and computational thinking (CT) have been recognized as crucial skills for the twenty-first century and have been extensively researched in recent years. However, their connections have not yet been fully understood, and there is room to expand the body of knowledge. This study examines the impact of an intervention program to increase creativity on the acquisition of CT. Our findings highlight the contribution of the intervention on learning, particularly the unique contribution to students' acquisition of CT and computational creativity. Educators who want to promote CT should encourage creative thinking, whether through dedicated learning environments or by providing traditional thinking exercises. [ABSTRACT FROM AUTHOR]

Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently. [ABSTRACT FROM AUTHOR]

"The Problem Section" is an article from the journal MathAMATYC Educator that invites readers to submit interesting mathematics problems and solutions. The article announces a change in the editorial team and provides contact information for submitting problem proposals and solutions. It includes several proposed math problems covering topics such as digit placement, polynomial functions, divisors, complex numbers, triangles, and fractions. The solutions to some of the problems are also provided. The article is aimed at individuals with a strong understanding of mathematics and is not suitable for general readers. Additionally, the article mentions the AMATYC Teaching Excellence Award, which recognizes outstanding educators in mathematics or mathematics education at two-year colleges. [Extracted from the article]

This study aims to examine the published scientific studies on computational thinking (CT) from the past to the present, based on the Web of Science (WoS) database. In this context, 3123 documents with CT content from the past to the present were evaluated. Articles and proceeding papers accessed from the database were analyzed with the help of bibliometric analysis under the titles of scientific productivity, network analysis, conceptual structure and thematic map. Within scientific productivity, the distribution of studies and citations by years, productive authors, most cited studies, productive institutions and productive countries were considered. A collaboration between authors, sources, institutions and countries was examined in network analysis. Keyword-based techniques were used to determine the intellectual structure of the CT topic. Finally, trend content and thematic changes were analyzed based on the conceptual structure and thematic map. The study analyzed 3123 scientific documents published by 6467 authors representing 83 countries. According to the findings, the number of scientific studies and citations on CT is increasing. Dagiene, V., Biswas, G., and Kong, S. C. are prolific authors. The Education University of Hong Kong, North Carolina State University and Natl Taiwan Normal University are among the most productive institutions. The USA, China, Spain, Brazil, and Italy are productive countries for CT. According to the network analysis, Computers & Education and Communications of the ACM journals stand out. As a thematic change, there are evolutions towards innovative approaches with skill and goal content in studies. At the end of the Multiple Correspondence Analysis performed to determine the conceptual structure in CT, dimension reductions were found to be approximately 43% of the total variability. As suggestions, some thoughts on the future of CT were shared. [ABSTRACT FROM AUTHOR]

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This is one of the first studies to evaluate the impact of computer-based individualized instruction in a developing country. We randomly assigned 1,528 students in grades 6–8 in 15 "model" public schools in Rajasthan, India who were using a computer-adaptive learning software to: a control group, in which they were only able to access the activities for their enrolled grade level; or a treatment group, in which they were able to access exercises appropriate for their performance level. After 9 months, computer-based individualized instruction had a null average effect on math achievement. However, treatment students with low initial performance outperformed their control counterparts by 0.22 standard deviations. Our results suggest that computer-based individualized instruction is most beneficial for low-performing students. [ABSTRACT FROM AUTHOR]

Over the last decade, research on evolving computational thinking (CT) has garnered heightened attention. Assessing the publication tendencies and nucleus contents of investigations on progressing CT to direct future research initiatives, develop policies, and integrate them into instructional materials is timely and exceedingly essential in education. Therefore, this research reviewed publications on progressing CT to identify research trends and core contents published in the Scopus database from 2008 to May 2022. For this reason, this study applied bibliometric and content analysis to 132 selected publications. After examining bibliometrics, the findings indicate a steady increase in publications related to game-based learning (GBL) and CT, reaching a peak in 2021, with the United States emerging as the most prolific contributor in terms of authors, institutions, and countries). The leading country in citations is primarily China. The document that received the most citations is Hsu's 2018 paper on "Computers and Education". Analysis of keywords and themes reveals core content tendencies, emphasizing teaching methods and attitudes aimed at improving CT via GBL. These results offer valuable insights for researchers and educators to inform their future work. However, future studies may benefit from including other databases such as Web of Science (WoS) and PubMed, employing alternative bibliometric software like VOSviewer or CiteSpace, as well as collecting data from June 2022. [ABSTRACT FROM AUTHOR]

Online Teaching and Learning in Higher Education during COVID-19, edited by Roy Y. Chan, Krishna Bista, and Ryan M. Allen. Readers with different academic interests will benefit from reading this book and reflecting on how members of the higher education community can adapt to the sudden transition to the virtual world and thereby integrate best practices and quality assurance into online education. The remaining chapters demonstrate university students' experiences with distance learning/e-learning in different higher education settings, such as India, Australia, and the UAE. [Extracted from the article]