Search

Background: One of the current concerns in the face of the changes and challenges imposed by the COVID-19 pandemic is the quality of the education received in non-traditional environments such as virtual or hybrid teaching. Elements associated with this problem include the knowledge and skills that mathematics teachers use to work in these environments and to integrate them into mathematics education. Objectives: This investigation aimed to characterise the levels of technological competence self-perceived by mathematics teaching staff when planning and executing a virtual class. Design: A qualitative framework was used in an exploitative-descriptive approach. Setting and participants: This study is part of a doctoral research in which we sought to identify the knowledge demonstrated by three mathematics teachers when incorporating technology into a virtual class with 24 students. The TPACK model (domains and subdomains linked to technology) was used to achieve this. Data collection and analysis: The data was collected through an open-ended interview linked to the video recording of the class, and the analysis used was content analysis. Results: The main conclusion was that the teachers perceived the levels of their technological competence to be very high when implementing an experimental virtual class. Conclusions: It is suggested that their continuous professional development and, especially, having worked together in a team for several years is a possible factor that makes them feel more able to integrate technology in mathematics education. Antecedentes: Una de las preocupaciones actuales ante los cambios y desafíos impuestos por la pandemia del COVID-19 es la calidad de la educación que se recibe en entornos no tradicionales como la enseñanza virtual o híbrida. Los elementos asociados con este problema incluyen el conocimiento y las habilidades que los profesores de matemáticas utilizan para trabajar en estos entornos e integrarlos en la educación matemática. Objetivos: Esta investigación tuvo como objetivo caracterizar los niveles de competencia tecnológica autopercibidos por el profesorado de matemáticas al momento de planificar y ejecutar una clase virtual. Diseño: Se utilizó un marco cualitativo en un enfoque explotativo-descriptivo. Ámbito y participantes: Este estudio forma parte de una investigación doctoral en la que buscamos identificar los conocimientos demostrados por tres profesores de matemáticas al incorporar la tecnología a una clase virtual con 24 alumnos. Para ello se utilizó el modelo TPACK (dominios y subdominios vinculados a la tecnología). Recopilación y análisis de datos: Los datos se recopilaron a través de una entrevista abierta vinculada a la grabación de video de la clase, y el análisis utilizado fue el análisis de contenido. Resultados: La principal conclusión fue que los docentes percibieron muy altos los niveles de su competencia tecnológica al implementar una clase virtual experimental. Conclusiones: Se sugiere que su desarrollo profesional continuo y, especialmente, el haber trabajado en equipo durante varios años es un posible factor que los hace sentir más capaces de integrar la tecnología en la educación matemática. PID2021-127104NB-I00 Ministerio de Ciencia e Innovación, España [Ministry for Science and Innovation (MCIN), Spain] Universidad Nacional, Costa Rica Escuela de Matemáticas

Purpose: To examine the effects of psychiatric nursing e-course taught by distance learning on students' beliefs about mental illnesses. Design and Methods: This study was conducted as a pretest, posttest, and follow-up quasi-experimental study with 147 nursing students. Findings: The results showed that the psychiatric nursing e-course significantly reduced the stigmatization total and dimension scale scores of the participants, and the effect continued in the follow-up measurement. The difference between the pretest and posttest stigmatization scores of the students who concentrated during virtual classes and those who found student–instructor interaction and virtual course materials sufficient was statistically significant. Practice Implications: Our results have shown that the psychiatric nursing e-course is effective on beliefs regarding stigmatization, and distance education is promising for nursing education to continue effectively. © 2021 Wiley Periodicals LLC.

Актуальность проблемы исследования обусловлена нарастающим влиянием технологий виртуальной реальности и дополненной виртуальности на многие образовательные процессы. Новые средства развиваются стремительно. На смену традиционному процессу приходит высокотехнологичная среда, в которой учащиеся могут погрузиться в виртуальные миры, имитирующие различные процессы и явления, воспринимаемые с помощью органов чувств так, будто они происходят в реальной жизни. В связи с этим цель исследования — выявление дидактического потенциала технологий виртуальной реальности и дополненной виртуальности, а также роли преподавателя, использующего эти технологии в условиях широкой трансформации образования. Задачи исследования: 1) выявить наиболее важные преимущества описываемых технологий; 2) обосновать влияние технологий виртуальной реальности и дополненной виртуальности на восприятие учебной информации учащимися; 3) показать меняющуюся роль преподавателя в условиях использования высокотехнологичной образовательной среды., The relevance of the research problem is due to the growing influence of virtual reality and augmented virtuality technologies on many educational processes. New tools are developing rapidly. The traditional process is being replaced by a high-tech environment in which students can immerse themselves in virtual worlds that simulate various processes and phenomena perceived with the help of the senses as if they were happening in real life. In this regard, the purpose of the study is to identify the didactic potential technologies of virtual reality and augmented virtuality, as well as the role of a teacher using these technologies in the context of a broad transformation of education. Research objectives: 1) identify the most important advantages of the described technologies; 2) to substantiate the impact of virtual reality and augmented virtuality technologies on the perception of educational information by students; 3) show the changing role of the teacher in the context of using a high-tech educational environment., ВЕСТНИК МОСКОВСКОГО ГОРОДСКОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА. СЕРИЯ: ИНФОРМАТИКА И ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ, Выпуск 2 (60) 2022