{"id":4784,"date":"2017-06-23T17:07:28","date_gmt":"2017-06-23T17:07:28","guid":{"rendered":"http:\/\/end-educationconference.org\/?page_id=4784"},"modified":"2018-06-28T11:41:57","modified_gmt":"2018-06-28T11:41:57","slug":"virtual-presentations","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2018\/virtual-presentations\/","title":{"rendered":"Virtual Presentations"},"content":{"rendered":"

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Teachers and Students<\/strong><\/span><\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>HOW TO EFFECTIVELY DEVELOP FACULTY MENTORSHIP PROGRAMS<\/p>\n

Submission code: <\/strong>VP_108<\/p>\n

Authors:\u00a0<\/strong>Kelly M. Torres, & Aubrey Statti<\/p>\n

Abstract:\u00a0<\/strong>Although higher education faculty positions have traditionally been viewed as autonomous (Desselle & Semsick, 2016), universities\/colleges are beginning to offer more mentorship experiences for their faculty members. Through these mentorship programs, faculty are able to enhance their teaching, scholarship, and service commitments. Moreover, mentorship programs often result in faculty having overall higher job satisfaction and gaining a more in-depth understanding of their employment roles and responsibilities. Because of mentorship programs, faculty may be able to create a collegial culture that is supportive of the institution, faculty, staff, and students.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0<\/em>Mentorship, faculty development, online education.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>BUILDING INTERPERSONAL RELATIONSHIPS IN AN ADULT ONLINE LEARNING COMMUNITY<\/p>\n

Submission code:\u00a0<\/strong>VP_165<\/p>\n

Authors:\u00a0<\/strong>Sylvia Harkins<\/p>\n

Abstract:\u00a0<\/strong>Online learning communities have become a convenience for some adult learners who want to continue their education at university institutions. The population in the online learning communities is significantly increasing. As a result, instructors research for tools to implement in their online learning communities in order to build interpersonal relationship and promote student success. Building interpersonal relationship is a component for student success. Integrating specific technological components is vital to understanding the intricate dynamics that go into the building and sustaining teacher and student relationships. The study significance provides a confirmation that online communities can be identified as the suitable medium particularly for constructivist online learning and teaching, thus, motivates adult online learners in higher education. The concepts presented in this literature review can therefore be applied in enriching the student learning experience. This paper will establish the importance of building interpersonal relationships through the review of current research, which promotes the connection between interpersonal relationships and students\u2019 success. This paper will explore and share three software applications used in an online adult learning community to build interpersonal relationships and student success. How are the applications used in the online adult learning community? How does L-R-Z build interpersonal relationships in an online adult learning community?<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0<\/em>Interpersonal relationships; student success, LOOM, REMIND, ZOO.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>PERCEPTIONS OF SOUTH AFRICAN FIRST YEAR PHYSICS STUDENTS ON THE EFFICACY OF LABORATORY PRACTICAL WORK<\/p>\n

Submission code: <\/strong>VP_177<\/p>\n

Authors:\u00a0<\/strong>Sam Ramaila, & Leelakrishna Reddy<\/p>\n

Abstract:\u00a0<\/strong>Lack of meaningful opportunities for exposure to practical work at various schools in South Africa renders the performance and assessment of physics practical work at university level a daunting task for both students and the academic personnel. This reality can partly be attributed to teachers\u2019 lack of confidence in conducting science investigations and lack of resources to perform meaningful practical work at various schools within the broader South African context. In view of these key practical considerations, first year physics students at a South African university were exposed to tailor-made physics practical work after which a questionnaire was administered to establish their views on the efficacy of laboratory practical work. In terms of the intrinsic requirements of the concomitant academic program enrolled for, students are required to obtain pass credits for both practical and theory modules existing as two separate components. More specifically, the compilation of the experimental report is an arduous task which requires considerable effort and commitment on the part of students for which appropriate assistance with various technical aspects is provided. The students constituted a purposive sample within the context of this study. The students\u2019 views on the efficacy of the activities underpinning practical work were largely positive and this augers well for meaningful development and acquisition of an essential repertoire of practical skills necessary for successful navigation of science studies. The theoretical implications for meaningful enhancement of scientific literacy are discussed.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Laboratory practical work, efficacy, practical skills, scientific literacy.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>REFRAMING DISCIPLINE: CONNECTING WITH EVERY CHILD<\/p>\n

Submission code: <\/strong>VP_182<\/p>\n

Authors:<\/strong>\u00a0Sylvia Harkins<\/p>\n

Abstract:\u00a0<\/strong>When children feel valued, accepted and understood, they are more likely to cooperate with adults. Developing a positive relationship with an adult is a difficult task for most children, and sometimes they have no idea on how to develop those relationships. Some children have had a negative experience with an adult, which then translates into challenging behaviors for these children in the classroom. Building relationships in the classroom is essential to establish an inviting, comfortable, safe, and risk taking learning environment in the classroom. This paper will review research that provides practices that reframe discipline in the classroom. Through role-play, table discussions, and creative hands-on activities, the educator will learn to create a safe and inviting learning environment for students for both higher positive experiences and academic achievement. The literature review section identified articles that showed the positive impact of a teacher creating a positive classroom environment. Also, articles on the impact of quality teacher-child relationship were reviewed. The articles utilized were sourced from online search engines and journal databases.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Positive classroom environment, teacher-child relationship.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0INTERPERSONAL FUNCTIONING IN FUTURE PRESCHOOL SPANISH TEACHER<\/p>\n

Submission code:\u00a0<\/strong>VP_198<\/p>\n

Authors:<\/strong>Elena Escolano-P\u00e9rez, M\u00aa \u00c1ngeles Bravo-\u00c1lvarez, & Marian Acero-Ferrero<\/p>\n

Abstract:\u00a0<\/strong>Attachment is an emotional bond between children and their caretakers. For infants and toddlers, the primary attachment figure is usually their parents.\u00a0 This bond develops with the continuous interaction between the child and the caregiver. The early entry of children into school has caused the teacher to become an attachment figure for many children.
\nA child\u2019s attachment style in the classroom is dependent on the behavior their teacher shows towards them, promoting or not an adequate integral development of the students. At the same time, teacher-child interaction quality is influenced by teacher\u2019s attachment style. Secure attachment has been shown to positively influence a child\u00b4s development as well as later successful academic performance.
\nThis study examines the attachment style in 80 future preschool teachers. They are currently enrolled in a Degree in infant education in the Faculty of Education in the University of Zaragoza (Spain). The students filled in \u201cQuestionnaire for the assessment of adult attachment\u201d (Melero y Cantero, 2008). This questionnaire combines the scores obtained in four scales (1.-\u201cLow self-esteem, need for approval and fear of rejection\u201d; 2.-\u201cHostile conflict resolution, resentment and possessiveness\u201d; 3.-\u201cExpression of Feelings and Comfort with Relationships\u201d; 4- \u201cEmotional Self-Sufficiency and Discomfort with Intimacy\u201d) in order to obtain four adult attachment styles: secure attachment and three insecure attachment typologies (\u201chostile fearful\u201d, \u201canxious\u201d, and \u201cdismissing\u201d).
\nMain results indicate that: 1) No participant shows a secure attachment; 2) almost half the sample (46.25%) score low or very low in scale number 3. It shows difficulties in interpersonal functioning.
\nThese findings support interventions to promote the ability to express emotions and sociability in future preschool teachers in order to reduce the need for approval and the fear of rejection as well as the need of individuality and emotional self-sufficiency, developing useful conflict resolution strategies.\u00a0 These interventions will promote a secure attachment in future teachers, an enhancing factor for an adequate development of the students.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Attachment, infant-teacher relationship, early infant development.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>SCHOOL GARDENING AS SCHOOL COMMUNITY ENGAGEMENT AND ACADEMIC SERVICE LEARNING PROJECT<\/p>\n

Submission code: <\/strong>P_225<\/p>\n

Authors:\u00a0<\/strong>HwaChoon Park, & Hyo Jeong Kim<\/p>\n

Abstract:\u00a0<\/strong>The purpose of this study was to review school garden projects that have been implemented in a school district in the U.S.A. as a part of school community engagement and academic service-learning projects. This study was to describe how school farms or school gardens started and developed in the U.S.A. through a review of a wide range of empirical research studies on school gardens. Most of the school gardens were for students to adapt their learnings in the classroom and apply knowledge in practices. Through school gardening projects, teachers and school staff provided opportunities community members with less expensive vegetables and plants, which is beneficial to students who live in the area of fresh food shortage. In addition, school gardens were used for educating school children and their families, preventing illness, and promoting public health. Students could learn about nutrition and adapt what they learned in the classroom to the real world. School gardening was found to be good for students\u2019 mental health through physical activities. Students can obtain academic credits as a part of academic service-learning as well. Parents and school community members can have opportunities to participated in school activities. Implications that how school gardens and farms can be applied in Korea and other countries are suggested.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0School gardens, school community engagement, academic service-learning.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>EXECUTIVE FUNCTIONING IN AUTISM SPECTRUM DISORDER: FROM THEORY TO REAL WORLD<\/p>\n

Submission code: <\/strong>VP_199<\/p>\n

Authors:<\/strong>\u00a0Marian Acero-Ferrero, Elena Escolano-P\u00e9rez, & Mar\u00eda \u00c1ngeles Bravo-\u00c1lvarez<\/p>\n

Abstract:\u00a0<\/strong>Executive functions (EF) encompasses a broad range of cognitive processes that coordinate thoughts, emotions and behaviors during the resolution of novel tasks, including planning, working memory, inhibition, monitoring, generation and flexibility. They contribute to the individual\u2019s adaptation to their environment and allow them to function successfully in their daily life. Consequently, executive disfunctions result in difficulties in emotional and behavioral adaptation. There is a strong association between deficits in executive functioning and neuropsychological disorders such as Autism Spectrum disorder (ASD). Neuropsychological tests traditionally used to measure executive functioning are poorly adjusted to the demands of real world.
\nThis paper shows the ability of seven children with autism, to apply to the real world the executive skills they have learnt in an executive function training program. Before and after the intervention, parents and teachers were asked to fill out a questionnaire. The rating instrument has been developed for measuring executive functioning in children and it has the advantage of capturing behavior over an extended period of time and in different settings (e.g. home, school\u2026).
\nThe results of the pre-test-post-test analysis in parents and teachers show statistically significant differences in the two questionnaire factors: Total working memory and Total inhibition.
\nWe highlight the need to focus assessment and intervention for people with autism on difficulties in everyday executive functioning in order to achieve a psycho-social adaptation.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Adaptive functioning, Autism spectrum Disorder, Executive function, Intervention.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0WORK ETHIC OF SOUTH KOREANS FOR LEVELS OF EDUCATION, OCCUPATION, AND EMPLOYMENT STATUS<\/p>\n

Submission code: <\/strong>VP_231<\/p>\n

Authors:<\/strong>\u00a0HwaChoon Park<\/p>\n

Abstract:\u00a0<\/strong>This study focuses on demographic differences in selected work ethic attributes of South Koreans as measured by the Korean Employability Skills Assessment (KESA). The four factors of the KESA which were initiative, interpersonal skills, thoughtfulness, and dependability<\/em> were compared for levels of education, occupation, and employment status. A total of 941 Korean adults who were 18 years old and above provided usable data. Descriptive statistics, one-way ANOVA with post hoc tests were employed to analyze data collected. Findings suggest that there are statistically significant differences in initiative, interpersonal skills, thoughtfulness, and dependability<\/em> based on education levels; there are statistically significant differences in initiative based on occupations; and there are statistically significant differences in initiative based on employment status. Implications and suggestions for further studies are discussed.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Korean employability skills assessment, Korean work ethic, employability skills, one-way ANOVA.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>LEARNERS\u2019 VIEWS OF THE TEACHER ATTRIBUTES IN CONTRIBUTING TO MEETING THE CHALLENGES OF THE CAPS CURRICULUM IN PHYSICAL SCIENCE<\/p>\n

Submission code: <\/strong>P_285<\/p>\n

Authors:<\/strong>\u00a0Leelakrishna Reddy<\/p>\n

Abstract:\u00a0<\/strong>A decline in learner performance over the years in Physical Science at grade 12, in the transition from National Senior Certificate (NSC) to Continuous Assessment Policy Statement (CAPS), have implored us to do an investigation of the perceived attributes of the teacher in meeting the challenges imposed by the new CAPS curriculum. A total of 150 university students participated in this study. Learners were requested to give their views about their teachers on a questionnaire designed to elicit characteristics of a successful teacher. Learners were requested to indicate their degree of agreement or disagreement to each of the items of the questionnaire, on a 5-point Likert type scale of evaluation. The data was subjected to the Principal Component Analysis (PCA) procedure by use of the SPSS program, which revealed 3 broad clustered characteristics of the teacher. These characteristics are Teacher efficacy, Teachers\u2019 efficiency, effectiveness, and Teachers\u2019 understanding of CAPS curriculum. The results reveal that the teachers\u2019 frequent and immediate feedback on the quality of their assessments is considered the most important attribute about a successful teacher, while the use of active forms of learning is an area of concern for the present day teacher in meeting the challenges imposed by the CAPs curriculum for Physical Science.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Physical Science, curriculum, teacher, demands and engaged.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>\u00a0CHILDREN THEORETICAL FRAMEWORK TO LEARN COMPUTATIONAL THINKING<\/p>\n

Submission code:\u00a0<\/strong>VP_366<\/p>\n

Authors:<\/strong>\u00a0Kilian Gonz\u00e1lez, Constanza Rubio, & M\u00aa Olga Escandell<\/p>\n

Abstract:\u00a0<\/strong> The focus of this paper is on the holistic modular layer model for Education & Training for the 21st<\/sup> Century in the macro competency Computational Thinking, addressed to childhood and adolescence. The concept is taken from primary sources, S. Papert and J.M.Wing, in a sense that isn\u2019t technology dependent neither independent. Discussing the \u201cdual\u201d constructivism learning theories (constructivism, constructionism) that best reflex the nature of knowledge in the case of CT. Connectivism is a complementary option that requires further research. CT is a macro competency from which it\u2019s possible to develop a 21st<\/sup> Century emerging single competence domain. It\u2019s an everywhere everybody competency, that needs to be initiated as early as possible. The crucial point is the teachers\u2019 learning, training and guidance. People come first then technology, so it\u2019s important to call for the need of Tech Humanism.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0<\/em>Computational thinking, 21st century competencies, learning theories, problem-based learning, and tech humanism.<\/em><\/p>\n

File Extension:<\/strong>\u00a0AVI (.avi)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0ANALYZING THE IMPACT OF LEVELING MATHEMATICS COURSES OVER STUDENTS\u2019 PERFORMANCE IN LATER SUBJECTS<\/p>\n

Submission code: <\/strong>VP_374<\/p>\n

Authors:<\/strong>\u00a0Irma Ard\u00f3n-Pulido, Josu\u00e9 Figueroa-Gonz\u00e1lez, Beatriz A. Gonz\u00e1lez-Beltr\u00e1n,\u00a0Silvia Gonz\u00e1lez-Brambila, & Lourdes S\u00e1nchez-Guerrero<\/p>\n

Abstract:\u00a0<\/strong>Mathematics is an important requirement in an undergraduate engineering program, it offers core knowledge that engineers must have; however, it is common that mathematics courses of a program are also the most difficult and one of the reasons that many students fail in their studies. A leveling course offers foundational knowledge related with a specific subject that a student must have.\u00a0 In Mexican Autonomous Metropolitan University (UAM for its Spanish acronym), exist a leveling course that provides students with mathematics subjects so they can have a better performance in more advanced subjects; however, it is not clear whether the existence of this course or the path students follow, is really helping in later and more complex courses. This work shows the analysis of students\u2019 performance in the leveling \u201cMathematics Workshop\u201d course and its impact in two later courses \u201cComplements of Mathematics\u201d and \u201cIntroduction to Calculus\u201d. The goal of this paper is to determine if it is appropriate that a student must take or not \u201cMathematics Workshop\u201d and evaluate if there exists a relationship between the academic performance in this course and the next ones.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Impact of previous courses, leveling courses, mathematics courses, students\u2019 performance, undergraduate programs.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0PROFESSIONAL IDENTITY CONSTRUCTION AND SOCIALIZATION AMONG PUBLIC RELATIONS STUDENTS IN UNITED ARAB EMIRATES<\/p>\n

Submission code:\u00a0<\/strong>VP_403<\/p>\n

Authors:<\/strong>\u00a0Sandra L. Braun, Mohamed Ben Moussa, Wided Dafri, & Ana Stranjan\u010devi\u0107<\/p>\n

Abstract:\u00a0<\/strong>In the UAE, economic and cultural forces have resulted in a society with a sharp imbalance of the population (about 85% ex-pats and 15% locals, or Emirati) which has led to under-representation in many fields, including public relations. One contributor to success in a field, is the development of professional identity construction and professional socialization, which can occur while in the post-secondary environment. Utilizing Gardner\u2019s (2008) framework for the development of professional socialization, this is a qualitative study of in-depth semi-structured interviews of 10 Emirati public relations students from Canadian University Dubai as a purposive convenience sample. Findings reveal that Emirati students are developing in their professional identities with strong inputs at the institutional\/programmatic and faculty relational levels but are not contributing as strongly to their own development through personal\/individual efforts outside the classroom. More focused efforts at this level could help Emirati public relations graduates be more prepared graduates, and better positioned for success in the field, leading to better overall representation in the field within the society. Further research into motivations would be helpful. Also, exploration into the development of mentorship programs\/processes are suggested.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Public relations, students, professional identity, socialization, UAE, education.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

\n

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Projects and Trends<\/strong><\/span><\/h3>\n

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\"\"<\/a>Title:\u00a0<\/strong>WORKING EMOTIONS WITH ASD STUDENTS: DEVELOPING EMOTIONAL SKILLS WITH EDUCATIONAL SOFTWARE<\/p>\n

Submission code:\u00a0<\/strong>VP_069<\/p>\n

Authors:<\/strong> Gonzalo Lorenzo Lled\u00f3, Asunci\u00f3n Lled\u00f3, Graciela Arr\u00e1ez-Vera,\u00a0\u00a0Alejandro Lorenzo-Lled\u00f3, & Marcos G\u00f3mez-Puerta<\/p>\n

Abstract:\u00a0<\/strong>ICT tools are changing our society. The vast majority of our daily activities are subject to its influence. This element of change can be used to respond to existing diversity. As a result, in our study educational software is used to help ASD students to develop emotional skills. We have worked with six students with ASD between seven and ten years old. Three of them formed the control group and the rest of the sample was experimental group. Moreover, all the users had language delay. It has been studied with a Pretest situation to know the starting point of our study. The length of the session in Experimental and Control Group was 30 minutes during 3 months. It has been done two sessions per week. At the beginning of the session the objectives were stablished. Furthermore, two groups made the same activities but one of them used educational software and the other traditional methodologies. The educational software fixed five difficult levels. In addition to this, they are focused on diversity of ASD lack of skills. Finally, a Posttest situation is produced to know the improvement of the students. Our results have shown slightly improvement on emotional skills. It is due to the size of the sample and the period of study. In the future we would like to complete this software with more complex and real situation.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Emotion, ASD students, educational software, technology, emotional skills.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0INFANT SCHOOL DEGREE STUDENTS’ PERCEPTION OF THE FLIPPED CLASSROOM MODEL<\/p>\n

Submission code:\u00a0<\/strong>VP_105<\/p>\n

Authors:<\/strong>\u00a0Ana M\u00aa Ortiz Col\u00f3n, Miriam \u00c1greda Montoro, & Javier Rodr\u00edguez Moreno<\/p>\n

Abstract:\u00a0<\/strong>This study presents a quasiexperimental design of the flipped classroom model in the subject of School Organization: time, space, means and resources as part of the Degree in Infant School Education at the University of Ja\u00e9n. A total of 152 students participated in the study; of this total, 119 students implemented the flipped classroom method (EG) and 33 students continued with traditional classes (CG). The main objectives were to find out what students\u2019 perceptions were regarding the application of this model and confirm if any differences exist in the learning results obtained by both groups. Results show keys relevant to theoretic argument, as well as to the experience itself both before and after it was carried out. The conclusions of the study based on the two instruments designed reveal progress in the use of collaborative learning in both groups, with the flipped classroom group presenting a higher valoration. With reference to the implementation of the model, an increase in the teachers\u2019 workload and the effort undertaken by the students stands out, underlining the students\u2019 competence in the average marks obtained.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Flipped classroom, ICT, teaching practice, teacher education.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0DIGITAL ART THERAPY EDUCATIONAL APPLICATIONS FOR AUTISM SPECTRUM DISORDER (ASD) POPULATION<\/p>\n

Submission code:<\/strong> VP_112<\/p>\n

Authors:<\/strong>\u00a0Jorge Fern\u00e1ndez Herrero, & Gonzalo Lorenzo Lled\u00f3<\/p>\n

Abstract:\u00a0<\/strong>Autism Spectrum Disorder (ASD) is characterized by restrictive and repetitive behavior as well as social and communication difficulties, according to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The use of art as an educational intervention tool in children with ASD may contribute to a more flexible and relaxed attitude, producing improvements in sensory and emotional regulation, a better self-conception as well as helping substantially the communicative, social and learning capacities of the individuals of this population, enhancing both their attention skills and their ability to process new information. In this paper we review the literature devoted to visual art therapy as a special instrument for children with ASD, both in the traditional and the digital settings, in the period 2000-2017.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0<\/em>Autism, ASD, art therapy, digital, educational.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0USING CAI FOR IMPROVING ACADEMIC SKILLS OF STUDENTS WITH SPECIAL NEEDS<\/p>\n

Submission code:\u00a0<\/strong>VP_175<\/p>\n

Authors:<\/strong>\u00a0Haya Shamir, Erik Yoder, David Pocklington, & Kathryn Feehan<\/p>\n

Abstract:\u00a0<\/strong>Students in special education classes have been found to make the greatest growth in reading skills during the early primary grades, making this a critical period for early literacy intervention. Research has also stressed the importance of early intervention for students with mathematics difficulties. Using computer-assisted instruction (CAI) technology has shown promise; however, most of the literature concerning students with disabilities involves case studies. The current study explored the impact of CAI instruction on literacy and math skills for students with active special education status. CAI technology was used by elementary school students with active special education status in two school districts. Performance at the end of the school year for students with active special education status who used CAI was compared to students who either had low usage of, or who did not use, CAI. In all cases, students with active special education status learning with CAI curriculum showed consistent improvement, demonstrating higher end of year scores and gain scores on measures of math and reading skills. Across all strands, students with active special education status who used CAI outperformed both control students with active special education status, as well as control students who do not have active special education status. These results add to the findings of prior research which indicated that CAI curriculum could have a particular benefit to sensitive populations.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Early childhood, literacy, math, technology, special education.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>SOCIAL COPING STRATEGIES AMONG GIFTED BOYS AND GIRLS<\/p>\n

Submission code: <\/strong>VP_207<\/p>\n

Authors:\u00a0<\/strong>Eva Mach\u016f, & Ilona Ko\u010dvarov\u00e1<\/p>\n

Abstract:\u00a0<\/strong>The article is focused on the social relationships of gifted children and specifically the social coping strategies they use in order to enhance their position in their school classroom. The study is focussed on diagnosed gifted pupils on the level of education ISCED2 who are mostly placed in special schools or classes for the gifted. The research is based on a five-factor version of the Social Coping Questionnaire by Swiatek (2002) applied in the Czech educational environment. The five factors include: Denying Giftedness, Social Interaction, Humour, Conformity and Peer Acceptance. Due to the repeatedly detected unstable factor structure in the questionnaire, we don\u00b4t base our results strictly on established factors in the scope of the analysis, and we focus on the items individually. The goal was to find out whether there are differences in the usage of social coping strategies by boys and by girls. 235 diagnosed gifted pupils in total were involved in the research. We found substantively significant results in the usage of social coping strategies among girls and boys. The gifted boys\u2019 strategy is humour and they declare to be better accepted by their peers than the gifted girls. The gifted girls, on the other hand, deny their giftedness; they try to conform and use their talent in the form of helping their classmates with homework and catch-up learning.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Gifted pupils, school class, social coping strategies, gender, Social Coping Questionnaire.<\/em><\/p>\n

File Extension:<\/strong>\u00a0\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0ENVIRONMENTAL EDUCATION IN ECUADOR: CHALLENGES AND TRANSFORMATIONS<\/p>\n

Submission code:<\/strong> VP_238<\/p>\n

Authors:<\/strong>\u00a0Javier Collado-Ruano<\/p>\n

Abstract:\u00a0<\/strong>The main objective of this chapter is to reflect about the challenges and transformations that Ecuador faces on Environmental Education. In 2008, the new Constitution recognized the Rights of Nature, in order to restore the ecological footprint. Good Living is a philosophical and political worldview of kiwicha indigenous peoples of Andean Region, where human beings are interconnected with our planet Earth and the whole cosmos. For this reason, the work uses the transdisciplinary methodology to integrate scientific knowledge with ancestral wisdom, in order to combine an ecology of knowledge. As result, the research aims to develop a critical environmental awareness to advance in the National Environmental Education Plan. Some eco-pedagogical projects have been formulated at the National University of Education of Ecuador to contribute in the achievement of the Sustainable Development Goals lead by the United Nations for the year 2030. As main conclusion, Environmental Education in Ecuador seeks to bio-literate citizens to face the complex civilizing challenges of the Anthropocene, by teaching how to feel-think-act in harmony with the co-evolutionary processes of nature.<\/p>\n

Keywords:<\/em><\/strong>\u00a0<\/em>\u00a0Environmental education, good living, eco-pedagogy, bio-literacy, transdisciplinary.<\/em><\/p>\n

File Extension:<\/strong>\u00a0MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>A PROBLEM-BASED LEARNING APPROACH TO DIVERSITY<\/p>\n

Submission code:\u00a0<\/strong>VP_242<\/p>\n

Authors:<\/strong>\u00a0Peter Stevenson, & Rita Day<\/p>\n

Abstract:\u00a0<\/strong>The key motivation for the paper was to immerse students in the theme of \u201cDiversity\u201d as an aspect of human resources, within small international groups. Diversity is a positive approach to diversity management and the systematic, fair and objective management of workforce diversity. Diversity can be triangulated into discrimination, difference and dominance.
\nThe objective was to achieve a better understanding of disabilities, by working on a real life case study. Students in this study, attended a conference with other students from various European countries, working together, to find a solution to the case study during the three day time frame.
\nStudents needed to be open minded, willing to listen to the opinion of others, to build upon their understanding of culture and behaviours and immerse themselves in a different way of life. Students working in small groups, tackled the problem and tried to solve it. The method was problem-based learning using the seven step approach of clearing difficult or unclear words and terms, defining the problem, analyzing the problem, systematic reorganisation (constructing a mind map), defining aims of learning, searching information and reporting.
\nAfter receiving the case study, the students looked initially at the facts, they then defined disability, establishing whether the case was either an inequality or an injustice. It then looked at three key areas recruitment procedures, company looks policy and communication. These three key areas were fully investigated in pedagogical terms and whether the company selection process was appropriate and standardised, if the training process was appropriate and if the human resource department gave the staff member bad advice i.e. contrary to company policy. The students set about investigating if the looks policy discriminated in law. The communication process looked to see if the manager behaved appropriately, if the company had a communication problem or if it was simply due to inadequate line manager training.
\nThrough a rigorous enquiry into European legislation and the exploration of selection procedures in different countries through similarities and differences. In order to determine if the case was a result of the disability, discrimination or harassment. Following the investigation, students then determined that the case was actually a case of unlawful harassment and discrimination. The students highlighted the key findings and outcomes of their case study through a group poster presentation. Each student having an opportunity to articulate their findings to the wider audience.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Diversity, disability, discrimination, harassment.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>DISABILITY IN THE SYLLABUS:\u00a0EXPLORING TEACHERS\u2019 WILLINGNESS, EDUCATIONAL STRATEGIES AND TEACHING MEDIATORS<\/p>\n

Submission code:<\/strong> VP_259<\/p>\n

Authors:\u00a0<\/strong>Nicole Bianquin, & Fabio Sacchi<\/p>\n

Abstract:\u00a0<\/strong>Tackling at school a sensitive subject like disability requires both teachers\u2019 willingness and awareness about the importance of dealing with this subject in the classroom and the educational and didactic concerns. The Italian school, characterized by a long tradition of welcoming children with disabilities, needs the structuring, into the curriculum, of specific proactive interventions, which, using didactic mediators, provide children with a deeper understanding of disability. The design of such educational interventions requires a great commitment to teachers because it recalls several factors (categories) including those related to the identification of appropriate teaching strategies, the choice of possible mediators but above all to questioning the availability, intentionality, opportunity of teachers to propose children a theme considered ‘sensitive’.
\nWith the aim of knowing what are the considerations of the teachers on this topic, it was designed a sequential exploratory research, composed by a qualitative and quantitative phases.<\/p>\n

Keywords:<\/em><\/strong>\u00a0Disability, inclusion, school, exploratory design, sensitive subject.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>LONG-TERM EFFECTS OF CAI FOR PRE-KINDERGARTEN, LOW SOCIOECONOMIC STATUS STUDENTS<\/p>\n

Submission code:<\/strong> VP_334<\/p>\n

Authors:<\/strong>\u00a0Haya Shamir, Erik Yoder, David Pocklington, & Kathryn Feehan<\/p>\n

Abstract:\u00a0<\/strong>The study aims to investigate the long-term effects of technology on early literacy skills. Incorporation of technology into the classroom has been commonly explored, however there has been little evidence that these effects are long-lasting. Early childhood education can prepare young students for successful school experiences despite challenges arising from personal circumstances in the home: Therefore, stronger, more valid studies investigating high-quality early childhood education for minority students and children from lower economic backgrounds are necessary to safeguard academic success for all students. In the current study, a computer-assisted instruction (CAI) program was provided five days per week for fifteen minutes per day to pre-kindergarten students from low socioeconomic status homes in Florida during the 2014-2015 school year. None of the students used CAI while in kindergarten. At the end of the 2015-2016 school year (end of kindergarten), these students were given a literacy assessment, and their scores were compared to the scores of a control group of kindergarten students who did not have access to CAI. The sample was analyzed by demographic factors, including English language learner (ELL) status, ethnicity, and socioeconomic status (SES). Students who used the CAI program in pre-kindergarten had higher literacy scores a year later (at the end of their kindergarten year) than control group students. The results of this study demonstrate that after using CAI at a young age, minority students and those from lower SES families were positively impacted in their academic performance, improving their learning beyond the immediate use of the software. The large effect sizes indicate that students, particularly ELL and Hispanic students, saw substantial, long-term meaningful improvement as a result of using CAI. These results indicate that CAI technology can have a lasting positive effect on early literacy skills.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Computer-assisted instruction (CAI), literacy, early childhood.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>STRATEGIES AND RESOURCES FOR ALL? ATTENTION TO DIVERSITY IN THE COMPULSORY TEACHING OF SOUTHERN SPAIN<\/p>\n

Submission code:<\/strong> VP_361<\/p>\n

Authors:\u00a0<\/strong>Francisco Javier Garc\u00eda-Prieto, Mar\u00eda Inmaculada Iglesias-Villar\u00e1n,\u00a0& Manuel Delgado-Garc\u00eda<\/p>\n

Abstract:\u00a0<\/strong>Strategies and resources to attend the diversity of students propose learning environments as a response to processes of school exclusion-segregation. In this sense, various studies indicate the significance of these strategies and resources to address the diversity of students in the construction of a school for all.
\nThe study participants are special education teachers in public centers of Early Childhood Education and Primary Education in the south of Spain. The objective of this study is to know and analyze the strategies and didactic resources they use. For this, a qualitative study was proposed using instruments such as interviews, classroom observations and daily research.
\nThe results show the conceptions and practices in the classroom, in relation to the strategies and resources implemented to attend the diversity from the curriculum. This study presents the range of possibilities regarding their uses and functionality in the classroom, as well as the degree of inclusion that they enhance.
\nThe conclusions emphasize that the response from the curriculum should be made from the logic of diversity, not from the logic of difference. But the reality of everyday practices indicates a divergent direction to these perceptions, since the daily practice in the classroom is overburdened by teacher bureaucratization, the pressure of external evaluation tests, international rankings and the reproduction of conventional measures that do not encourage a comprehensive curriculum able of being acquired by all school children.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Attention to diversity, teaching strategies, resource.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>“DEAF LEARNING”: USING A VISUAL METHOD TO TEACH WRITTEN LANGUAGE TO THE DEAF<\/p>\n

Submission code: <\/strong>VP_368<\/p>\n

Authors:\u00a0<\/strong>Marlene Hilzensauer, Klaudia Krammer, Laura Volpato, & Melanie Chan<\/p>\n

Abstract:\u00a0<\/strong>The majority of deaf people prefer to use the visual channel for communication, choosing a national sign language instead of a spoken language. In many countries, Deaf education is still not bilingual, therefore deaf people frequently have problems with learning and using the written language of their country. The Erasmus+ project “Deaf Learning” addresses the need for a visually-oriented written language course for the levels from A1 to B2. The main target group is that of young deaf adults aged 16 to 25 years. A secondary target group are older deaf people who are interested in improving their written language competence.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Deaf education, written language teaching, sign language, interactive course.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>CONCEPTIONS ABOUT FACEBOOK USES IN HIGHER EDUCATION<\/p>\n

Submission code:\u00a0<\/strong>VP_362<\/p>\n

Authors:\u00a0<\/strong>Manuel Delgado-Garc\u00eda, Mar\u00eda Inmaculada Iglesias-Villar\u00e1n, & Francisco Javier Garc\u00eda-Prieto<\/p>\n

Abstract:\u00a0<\/strong>Information and communication technologies appear as integrated resources at different levels in university education. This situation causes an inquiring investigation about the different uses and applications that are applied to the main involved agents: professor and student.
\nThis work is part of a descriptive and exploratory study that systematizes the conceptions that the student and the teaching staff have in relation to the use of the social network Facebook; in particular, we focus on the practice of the subjects that promote the application of this tool as a resource that goes beyond maintaining direct contact between teacher and student.
\nThrough a mixed methodological design, on the one hand we use a quantitative instrument for the students’ opinion and, on the other hand, we propose a semi-structured interview with the professors using this social network in their classes, with the objective of triangulating the information and analyzing the pedagogical relevance of Facebook in higher education.
\nThe results are available for shared conclusions in other studies that allow communication between teachers and students, teamwork and peer tutoring, or contribution as a teaching resource from which generates significant knowledge of the subjects and achieve a social learning.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Facebook, higher education, socials networks, ICT.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>SOCIOCULTURAL PROBLEMS OF IMMIGRANTS IN EUROPE<\/p>\n

Submission code:\u00a0<\/strong>VP_370<\/p>\n

Authors:\u00a0<\/strong>Mar\u00eda Tom\u00e9-Fern\u00e1ndez, Christian Fern\u00e1ndez-Leyva, & Jos\u00e9 Manuel Ortiz-Marcos<\/p>\n

Abstract:\u00a0<\/strong>Europe is a continent that it receives a crowd of people from others continents every years, they are calling immigrants. These immigrant people, when they arrive to Europe, they have a lot of sociocultural problems that they make their adaptation difficult. Some of the European countries that most immigrant people receive, throughout the year are Spain, Italy or France, because they are very close to the African coast. They have a lot of different problems in Europe. In this article, we go to speak about the sociocultural problems, dividing them, to their better understanding, in social problems and cultural or educational problems. The immigrant people have a lot of social problems among which are, for example, illegal or irregular immigration, the prostitution or the marginally or social exclusion risk. Between educational problems we can find some adaptation difficulties, as the language or the different custom that this type of student has with respect to the European educational systems.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Immigration, sociocultural problems, Europe, marginally, language.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>VALUES EDUCATION APPROACHES WITH DILEMMAS IN SCHOOLS<\/p>\n

Submission code:\u00a0<\/strong>VP_429<\/p>\n

Authors:\u00a0<\/strong>Birgitta Kopp, & Heinz Mandl<\/p>\n

Abstract:\u00a0<\/strong>Values education is an important topic in the context of schools, because for students, teachers are at the third position for educating them in values after parents and grandparents. Values education is the active examination of the individual with its environment and its various, partially conflicting values. In order to foster values education in schools in Germany, four approaches using dilemmas are compared in order to identify key commonalities which are central for values education. These approaches are (1)\u00a0the Konstanz\u2019s method of dilemma stories, (2) the Values Discourses, (3) the Values and Knowledge Education Approach, (4) and Dilemma Stories in primary schools. Categories of the qualitative analyses were objectives, target group, didactical design, subject area, and time affordances. Results show commonalities in using dilemmas, the objectives, the didactical procedure, and time affordances. Differences between the approaches comprise the target group, and the subject area. Problems in using these approaches are specifically time restrictions which are necessary to sustainably implement values education and foster the transfer to values-based actions.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Values education, dilemmas, schools.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>DEVELOPMENT OF APPLICATION FOR MATERNAL LANGUAGE IMPROVEMENT FOR FUNCTIONAL ILLITERATES BASED ON THE THINKING DESIGN APPROACH<\/p>\n

Submission code:<\/strong> VP_433<\/p>\n

Authors:\u00a0<\/strong>Marilene Santana dos Santos Garcia, Willian Rufato da Silva, & Jaqueline Becker<\/p>\n

Abstract:\u00a0<\/strong>In this paper we highlight aspects of the research about the elaboration of an application prototype aimed at functional illiterates, based on the methodology of Design Thinking. It includes: definition of a problem, presentation of a solution, prototyping, testing, and conceptualization about this process. At the present moment of the research, we are in the prototyping phase, modeling the concepts of interactive activities and interfaces of the application. The expectation is that the subjects, who constitute the target audience, even presenting different digital fluencies, with greater or lesser ability, they can perform gamified activities in mobile interfaces, use the proposed application, both to broaden their conditions of interpretation and written understanding of verbal codes. This research has a social purpose of inclusion through the application, as social good. It addresses educational design issues in order to improve the verbal signs domain of people with low schooling. Recent research indicates that the reading deficits of the Brazilian population increasingly reinforce social, cultural, work, productivity and direct inequalities in the possibilities of new learning, which may impact different fields (Concei\u00e7\u00e3o, 2016). When analyzed in a school setting, these shortcomings increase difficulties in learning content from critical subjects and also present challenges on how to prepare citizens to seek employability and their productive sustainability in global knowledge societies (Mauch et al, 2016). Functional illiteracy has gained more evidence in study circles, which aim to raise awareness of active methodologies mediated by digital technologies, which define more social distances between individuals with low literacy. However, when applicable solutions are offered they can increase the possibilities of inclusion, new practices of communication, reasoning, production and use of different competences. According to Indicator of Functional Illiteracy in Brazil there are approximately 14 million absolute illiterates and a little more than 35 million functional illiterates. In this way, there are strong implications in the daily life of these individuals, which prevent them from performing ordinary actions, such as picking up a bus, paying a bill, recognizing addresses for their mobility, making simple calculations on purchases, controlling the frequency and dose of medications etc. To transform illiterate individuals into proficient literates, it is necessary to develop some capacities in the design of this application: interpretation of different texts, making inferences, elaborating syntheses, associating rules with particular cases, recognizing and working arguments, understanding the main idea of the story and different visions on the same text, among others.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Functional illiteracy, cognition, learning, mobile learning, active methodologies.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

\n

 <\/p>\n

Teaching and Learning<\/strong><\/span><\/h3>\n

 <\/p>\n

\"\"<\/a>Title:<\/strong>\u00a0FACTOR STRUCTURE OF THE SOCIAL COPING QUESTIONNAIRE IN CZECH EDUCATIONAL ENVIRONMENT<\/p>\n

Submission code: <\/strong>VP_209<\/p>\n

Authors:<\/strong>\u00a0Ilona Ko\u010dvarov\u00e1, & Eva Mach\u016f<\/p>\n

Abstract:\u00a0<\/strong>Questionnaires are the worlds most widely used methods of quantitative research in the social sciences. They often focus on tracking abstract and intricately operationalised constructs. This is why greater emphasis is placed on their quality and efficiency. We repeatedly test their psychometric properties and, above all, focus on their validity and reliability. To do so, we use statistical procedures such as exploration factor analysis and reliability coefficients. This study focuses on exploring of factor structure of The Social Coping Questionnaire by Swiatek (2007) in the Czech educational context, specifically in the field of educating gifted pupils. This tool exists in several versions and has been tested on various samples of gifted pupils around the world. However, the results of factor analysis are not uniform. We decided to test this tool on a sample of 235 gifted pupils in the Czech Republic. We focused on the ISCED2 level of education. Our factor analysis results are not entirely consistent with the declared structure of the applied version of the tool. The results can be influenced by translation of the questionnaire into the Czech language and its application to a specific population of gifted pupils in the region. We focus analytically on different versions of the questionnaire factor structure. At the end of the study, the results are discussed and general recommendations are made for further work with the tool in the Czech context.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Giftedness, social coping, questionnaire, construct validity, factor analysis.<\/em><\/p>\n

File Extension:\u00a0<\/strong>Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>LONG-TERM EFFECTS OF COMPUTER-ASSISTED INSTRUCTION<\/p>\n

Submission code:\u00a0<\/strong>VP_335<\/p>\n

Authors:<\/strong>\u00a0Haya Shamir, David Pocklington, Kathryn Feehan, & Erik Yoder<\/p>\n

Abstract:\u00a0<\/strong>Research into the long-term effects of computer-assisted instruction (CAI) has demonstrated that, while learning outcomes are positively impacted in the short-term, gains can diminish with time. As CAI is increasingly playing a role in the classroom, it is necessary for research to demonstrate that this technology is placing young students on a positive academic trajectory. The current longitudinal study explored the lasting effect of a CAI program on young learners\u2019 literacy skills. South Carolina elementary school students (N<\/em> = 1,704) receiving a CAI program were followed through kindergarten and first grade during the 2015-2016 and the 2016-2017 school years. Students were assessed at the middle and end of the first grade school year using the Developmental Reading Assessment (DRA). Scores of students who received traditional, teacher-directed classroom instruction and not the CAI program were compared to scores of students who used the CAI program for one year (only during kindergarten) or for two years (in kindergarten and first grade). A year after students stopped using the program, students who used the CAI program for one year (only during kindergarten) scored significantly higher than students who did not use the CAI program, indicating a salient and persistent effect of CAI. Additionally, evidence of a dosage effect was found while examining the scores of students who used the CAI program for two years: While all students who used the CAI program significantly outperformed the control, the largest effects were found for students with high CAI usage. This finding extends prior research which had found that increased use of CAI could lead to better results within a single school year. Given the evidence found for both a compounding effect and a persistent benefit, this study supports the sustained use and early implementation of CAI.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Computer-assisted instruction (CAI), literacy, early childhood.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:<\/strong>\u00a0CHILDREN LEARN COMPUTATIONAL THINKING IN THE CLASSROOM<\/p>\n

Submission code:<\/strong> VP_367<\/p>\n

Authors:\u00a0<\/strong>Kilian Gonz\u00e1lez, M\u00aa Olga Escandell, & Constanza Rubio<\/p>\n

Abstract:\u00a0<\/strong>In the context of Education and Training for the 21st<\/sup> century, where the Digital Fact (continuum of technological advances) plays a leading role, the redefinition of the teaching and learning process becomes mandatory. This transformation must focus on improving the skills that allow human and social development. These advances are accompanied by new challenges, and the society needs to be prepared for them.
\nCollaboration, communication, creativity, critical thinking and the problem solving ability shape a set of competencies that are considered essential in the 21st<\/sup> century. These competencies can be approached from a macro-competency called Computational Thinking, which is linked to the Digital Fact. Therefore, it arises the need to know what will be the effects produced by Computational Thinking on said competencies.
\nTo achieve this purpose, a set of learning materials has been applied, which contributed to the development of this macro-competency in children. Subsequently, its impact on the rest of the competencies has been analyzed through the application of a set of trials. This analysis has been carried out based on the grades obtained by the students in the program developed specifically to improve the Computational Thinking from a Primary Education and ICT perspective. This way, a confirmatory research has been started and concluded following the method of the Case Study. The tools that enabled to obtain data were tests and tasks that measured the chosen competencies.
\nRegarding competencies, using a significance level \u03b1 = 0.05, it has been shown that for the case studied, the qualifications obtained in the Computational Thinking development program did have a significant relationship with the collaborative (p-value = 0.009), critical thinking (p-value = 0.018) and problem solving competencies (p-value = 0.008 and p-value = 0,031).
\nIt was concluded, in consequence, that \u00a0Computational Thinking is a macro-competency that allow to develop the necessary skills for the 21st<\/sup> century in a global way.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Competencies, skills, computational thinking, digital fact, education.<\/em><\/p>\n

File Extension:\u00a0<\/strong>AVI (.avi)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>WRITING AT THE HIGHER EDUCATION LEVEL: DIFFICULTIES PRESENTED BY FIRST SEMESTER STUDENT TEACHERS<\/p>\n

Submission code:\u00a0<\/strong>VP_388<\/p>\n

Authors:\u00a0<\/strong>Ana Luzia Videira Parisotto, Michelle Mariana Germani, Zizi Trevizan, Andr\u00e9a Ramos de Oliveira, & Adriana Locatelli Fran\u00e7a<\/p>\n

Abstract:\u00a0<\/strong>In spite of undergraduates having passed exams to enter higher education, this does not necessarily imply that they can read and write proficiently. In light of this situation, it is important to reflect on the initial education of teachers. This article presents some results of a broader research project investigating the socioeconomic-cultural profile of first-semester student teachers\u2019 reading and writing skills via questionnaire at a state university in S\u00e3o Paulo State, Brazil. This article aims to describe the reasons they give for their writing difficulties or insecurities. The research participants are 79 first-semester undergraduates in Pedagogy \u2014 36 and 43 students from the afternoon and evening shifts of the program, respectively. Participation was made available to those interested in collaborating with the research \u2014 all of the students enlisted to participate. This research is of a qualitative nature with a descriptive-analytical approach. When asked about the reasons for their writing difficulties or insecurities, the participants indicated low self-confidence and increased anxiety, lack of knowledge about the topic\/subject, deficient knowledge of standard language, no writing training\/habit\/practice, difficulty in organizing ideas, and poor reading habits.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Writing in higher education, initial teacher education, writing difficulties. <\/em><\/p>\n

File Extension:\u00a0<\/strong> MP4 (.mp4)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>TEACHERS\u2019 VIEWS AND PEDAGOGICAL PRACTICES WHEN TEACHING THE TOPIC EVOLUTION TO GRADE 12 LEARNERS<\/p>\n

Submission code:\u00a0<\/strong>VP_428<\/p>\n

Authors:\u00a0<\/strong>Lydia Mavuru<\/p>\n

Abstract:\u00a0<\/strong>The world over, evolution has proved to be a contentious topic to teach to high school learners despite its value in acting as \u2018a blending concept\u2019 in Biology and \u2018the disease tracking foundation\u2019 in pharmacology and medicine. In the South African Life Sciences curriculum, evolution was introduced in 2008 hence teachers are obligated to address the topic adequately as there are accountability issues at the end of the year. Unfortunately previous research showed that South African teachers question the theory of evolution and are conflicted to teach it. Accordingly, 15 teachers were interviewed each once to explore their views on the teaching of the topic evolution to Grade 12 high school learners and the pedagogical practices they employ when teaching the topic. Qualitative analysis of the teachers\u2019 responses showed teachers\u2019 mixed views about the content of the topic of evolution, the value of that knowledge to learners and society in general and how best it can be taught. The study also showed that sometimes teachers failed to reconcile their beliefs and those of the learners and their science classroom practices. There is need for teacher professional development programmes to continuously develop teachers in terms of content and pedagogical skills as teachers can be challenged by their own personal belief systems, which conflict with their understanding of the theory of evolution.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Teachers\u2019 views, pedagogical practices, Grade 12 learners.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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\"\"<\/a>Title:\u00a0<\/strong>DEVELOPING A RUBRIC FOR ANALYSING THE INCLUSION OF \u201cSCIENTIFIC PRACTICES\u201d IN PHYSICAL SCIENCES TEXTBOOKS<\/p>\n

Submission code:<\/strong> VP_435<\/p>\n

Authors:\u00a0<\/strong>Emmanueula Ndumanya, Umesh Ramnarain, & Hsin-Kai Wu<\/p>\n

Abstract:\u00a0<\/strong>In the view of reframing classroom inquiry and achieving the common goal of the latest K-12 Framework in Science Education and Next Generation Science Standard (NGSS) of United States that all science learning process should engage learners in practices to construct and use scientific concepts and ideas. They highlighted the significance of science practices in helping learners to improve the ability of interpreting phenomena, solving problems and making informed decisions about person and society (National Research Council [NRC], 2012; NGSS Lead States, 2013). Hence, this paper describes the development and validation process of a rubric designed to analyse the inclusion of \u201cscience practices\u201d in science textbook. The first phase describes in detail the process used in developing the rubric for analysing textbooks for inclusion of \u201cscience practices\u201d. The developed rubric included eight practices, 4 levels of each practice, and descriptions and examples for the levels. The secondary phase reports on the use of the rubric in a preliminary analysis of a Grade 10 physical science textbook. Qualitative content analysis was used for this study. The result indicates that the rubric developed is a valid instrument that can be used in analysing textbook for inclusion of \u201cscience practices\u201d.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Inquiry-based learning, NGSS scientific practices, textbook analysis.<\/em><\/p>\n

File Extension:<\/strong>\u00a0Windows Media Audio\/Video file (.wmv)<\/p>\n

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Organizational Issues<\/strong><\/span><\/h3>\n

\"\"<\/a>Title:\u00a0<\/strong>EVOLUTION OF DIGITAL BADGES: FROM \u201cMOTIVATIONAL CREDENTIAL\u201d TO HUMAN RESOURCES TOOL<\/p>\n

Submission code:\u00a0<\/strong>VP_375<\/p>\n

Authors:\u00a0<\/strong>Alexander Ziegler<\/p>\n

Abstract:\u00a0<\/strong>Badges have grown to become the most important micro credential in the education industry. When they were introduced, they were not yet seen as a tool to address the problem of the skills gap.
\nMost people dealing with Education have heard about digital credentials, certifications, and badges. But today\u2019s usage of Badges is only the start: evolution around micro credentials will influence missions and actions of educational institutions and other industries.
\nWe\u2019re starting with a summary of what problems were addressed by the introduction of badges, and will explore further their influence for issuers, recipients, and the industry as a whole. Next, we will look at other evolution in the education industry and how badges will have a part in that.
\nFinally, we\u2019re bringing the existing and future processes and approaches around badges together and we\u2019ll create an easy-to-manage framework. The purpose is to present a structured approach, which helps educational institutions, employees, employers in general and also Human Resources to close the current skill gaps as fast as possible.<\/p>\n

Keywords:<\/em><\/strong>\u00a0\u00a0Credentials, badges, human resources.<\/em><\/p>\n

File Extension:\u00a0<\/strong>MP4 (.mp4)<\/p>\n","protected":false},"excerpt":{"rendered":"

  Teachers and Students   Title:\u00a0HOW TO EFFECTIVELY DEVELOP FACULTY MENTORSHIP PROGRAMS Submission code: VP_108 Authors:\u00a0Kelly M. Torres, & Aubrey Statti Abstract:\u00a0Although higher education faculty positions have traditionally been viewed as autonomous (Desselle & Semsick, 2016), universities\/colleges are beginning to offer more mentorship experiences for their faculty members. Through these mentorship programs, faculty are able […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-4784","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pa9ucn-1fa","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/pages\/4784","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/comments?post=4784"}],"version-history":[{"count":32,"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/pages\/4784\/revisions"}],"predecessor-version":[{"id":5422,"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/pages\/4784\/revisions\/5422"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2018\/wp-json\/wp\/v2\/media?parent=4784"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}