rss_2.0Research on Education and Media FeedSciendo RSS Feed for Research on Education and Mediahttps://sciendo.com/journal/REMhttps://www.sciendo.comResearch on Education and Media 's Coverhttps://sciendo-parsed-data-feed.s3.eu-central-1.amazonaws.com/614a482177e2d37818f9c6d1/cover-image.jpg?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20210927T065815Z&X-Amz-SignedHeaders=host&X-Amz-Expires=604800&X-Amz-Credential=AKIA6AP2G7AKDOZOEZ7H%2F20210927%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=513eec685b723e9e6c4c4bb4ee790f8f45b17b3364152326e7a89d929c4d2a9e200300Exploring school levels of digital readiness in pandemic timehttps://sciendo.com/article/10.2478/rem-2020-0014<abstract> <title style='display:none'>Abstract</title> <p>COVID-19 lockdown measures adopted by governments in March 2020 have impacted our society as never happened before. The school system was not an exception. Interventions to allow students for distance learning through the support of ‘old’ (e.g. TV) or ‘new’ media (e.g. digital platforms) have been promoted, involving millions of students and teachers worldwide. This paper presents a study on school leaders and teachers’ perceptions on the school levels of digital readiness through the comparison of their views before and during the lockdown. The participation in the EU project DETECT provided the context for exploring the school levels of digital readiness. Data were collected belonging to two different phases and allowing to investigate teachers’ perceptions in using technologies for remote teaching. The school is living an unprecedent period where dramatic experiences are also disclosing new opportunities. Our study found that school had a strategy before the COVID-19 emergency, but it was too focused on infrastructures’ acquisition, while the development of competences on the side of both teachers and students requires an investment in long-term training, up to the point of reshaping the current teaching practices and also planning for interdisciplinary educational activities addressed to the students.</p> </abstract>ARTICLE2021-09-20T00:00:00.000+00:00Criteria for distance learning at the time of Coronavirushttps://sciendo.com/article/10.2478/rem-2020-0013<abstract> <title style='display:none'>Abstract</title> <p>The Coronavirus pandemic, forcing all schools and universities to exclusively activate distance learning (DL), has triggered an unprecedented innovative process. E-learning had remained a niche resource for a few innovators, experts and enthusiasts; but, with the forced DL due to Covid-19, teachers of all levels had to engage in a new form of teaching and in a new didactic paradigm. In this scenario, some criteria can be usefully identified – transmediality, interactivity, active learning and enhancement of experience – capable of guiding the didactic action and directing teachers towards a larger and more effective online teaching. These criteria, tested in an exceptional health situation, can be useful even beyond the emergency phase in view of a radical didactic renewal, even in classes taken live.</p> </abstract>ARTICLE2021-09-20T00:00:00.000+00:00Sudden Shift to Distance Learning: Analysis of the Didactic Choices Made by Italian Secondary School Teachers in the First COVID-19 Lockdownhttps://sciendo.com/article/10.2478/rem-2020-0015<abstract> <title style='display:none'>Abstract</title> <p>Following China, the next severely affected country due to the COVID-19 epidemic was Italy. In consideration of the increasing number of infections, the government via the Ministerial Decree (DPCM) of March 2020 established various restrictive measures for the entire Italian territory, even involving the closure of schools. Hence, for the first time, the Italian school system had to adopt distance learning.</p> <p>The mixed methods research in this context involves a non-probabilistic sample of 6,384 secondary school teachers answering a questionnaire issued from 5 August to 1 September 2020, and 30 telephone interviews were conducted among those who had made themselves available during the compilation of the questionnaire to be contacted for the qualitative part of the research.</p> <p>Therefore, the answers collected in the report<sup>1</sup> relay what happened in the second quarter of the school year from 2019 to 2020, the period of the first lockdown in Italy, through which we try to particularly understand the didactic activities implemented by teachers, the main decision maker of the choices, the assessment methods, the autonomy of teachers in managing distance learning and the teachers’ training needs.</p> </abstract>ARTICLE2021-09-20T00:00:00.000+00:00Do French media miseducate the public about intelligence research?https://sciendo.com/article/10.2478/rem-2020-0009<abstract> <title style='display:none'>Abstract</title> <p>This article provides an assessment of French media coverage of intelligence research. The analysis is based on articles published between 1992 and 2020 in French nationwide newspapers, local newspapers and science magazines. Two themes regularly appear in nationwide newspapers and science magazines: environmental effects on IQ and animal intelligence. High-IQ children are often covered in local newspapers. A substantial proportion of articles on the genetics of intelligence, IQ in general and behavioural genetics in general contain statements contradicting the conclusions of mainstream intelligence research; the tendency is even more pronounced in science magazines than in nationwide newspapers. Implications for relationships between scientists and journalists are discussed.</p> </abstract>ARTICLE2021-09-01T00:00:00.000+00:00Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skillshttps://sciendo.com/article/10.2478/rem-2020-0006<abstract> <title style='display:none'>Abstract</title> <p>The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.</p> </abstract>ARTICLE2021-07-16T00:00:00.000+00:00Distance relationships and educational fragilities: A Student Voice research in digital third spaceshttps://sciendo.com/article/10.2478/rem-2020-0005<abstract> <title style='display:none'>Abstract</title> <p>What impact did distance learning and education have on the most fragile students during the COVID-19 emergency? How is ‘educational fragility’ perceived by teachers and school educators, and how did this concept change during the school closure? How did children and young people perceive their remote learning experiences? The pandemic scenario forced to switch from face-to-face to distance educational relationships, triggering new fragilities and increasing digital inequalities. Therefore, in the digital environment of third space, a qualitative Student Voice research was conducted to collect students’, teachers’ and educators’ perceptions of remote schooling via semi-structured interviews. The study was implemented with working university students and school-going students with special educational needs, aged between 7 and 13 years, pursuing the teacher preparation aspect in the field of social justice. Preliminary results show that distance relationships fostered students’ self-regulated learning and awareness of their own learning processes; however, only in-presence schooling is experienced as a real ‘living-learning space.’ All these aspects and especially the practitioners’ awareness of the outcomes of distance education open up a new perspective towards an ecological theory of educational fragility, which could contribute to define new in-depth knowledge-construction tools in support of the education practice.</p> </abstract>ARTICLE2021-07-16T00:00:00.000+00:00Artificial Intelligence in Education and Schoolshttps://sciendo.com/article/10.2478/rem-2020-0003<abstract> <title style='display:none'>Abstract</title> <p>With the increase in studies about artificial intelligence (AI) in the educational field, many scholars in the field believe that the role of teachers, school and leaders in education will change. In this regard, the purpose of this study is to examine what possible scenarios are there with the arrival of AI in education and what kind of implications it can reveal for future of schools. The research was designed as a phenomenological study, a qualitative research method, in which the opinions of participants from different sectors were examined. The results show that schools and teachers will have new products, benefits and also face drawbacks with the arrival of AI in education. The findings point out some suggestions for use of AI and prevention of possible problems. While participants generally seem to have positive perceptions towards AI, there are also certain drawbacks, especially highlighted by teachers and academicians, regarding the future of teaching. Lawyers and jurists tend to focus more on legal grounds for AI in education and future problems, while engineers see AI as a tool to bring quality and benefit for all in the education sector.</p> </abstract>ARTICLE2021-05-28T00:00:00.000+00:00Crossing boundaries: documentation of a teacher training course on design, robotics and codinghttps://sciendo.com/article/10.2478/rem-2020-0010<abstract> <title style='display:none'>Abstract</title> <p>This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a different way to engage in meaningful teaching and learning activities in design, coding and robotics. The course was run in an Italian school during the lock-down period of the Covid-19 pandemics. The training path had the objective to make the participants work differently, acting both as researchers and as teachers in training. The research reported in this article examined if and how an online teacher training course could act as a third space between school and academic cultures to achieve a negotiation of pedagogical practices.</p> <p>Findings from the study, collected through pre-post questionnaires and open-ended discussions, highlight an improvement in knowledge related to coding and robotics. Moreover, during the course, teachers experienced a new approach to space-time dimensions, first-hand experimentation and a collaborative approach, leading to greater perceived confidence in their skills and competences.</p> </abstract>ARTICLE2021-09-01T00:00:00.000+00:00Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE)https://sciendo.com/article/10.2478/rem-2020-0004<abstract> <title style='display:none'>Abstract</title> <p>In a fast-evolving Higher Education (HE) landscape amid the COVID-19 pandemic, the need for a Lecturer in Education to be dynamic and innovative with assessment pedagogy is no longer a desired skill but mandatory. In response to the demand from students as consumers and other key stakeholders, our innovative and somewhat artistic license in the learning context. At the student-facing edge of HE, Lecturers react to the ever-changing landscape with dynamism to positively impact the student experience. These continued efforts to provide the best student experience, enables HE institutions to remain competitive with Initial Teacher Education (ITE) provision as part of a cutthroat consumer driven marketplace. This article will present how video as a form of artistic communication supported year one ITE students to make sense of institutional assessment methods. Qualitatively, this research was focused on student perceptions gathered through a questionnaire. Student accounts expressed overwhelmingly that the use of video as a form of communication was easier to understand than written formats. The article concludes that to support a diverse student population at a distance and online, a choice of artistic assessment formats including video should be provided. The evidence herein shows that both student understanding and outcomes of assessment were statistically improved and that the format itself facilitated a willingness to engage online in a purposeful way with assessment. Students also repeatedly revisit assessment materials embedded in a Virtual Learning Environment (VLE).</p> </abstract>ARTICLE2021-07-16T00:00:00.000+00:00The positive in the tragic: Covid pandemic as an impetus for change in teaching and assessment in higher educationhttps://sciendo.com/article/10.2478/rem-2020-0008<abstract> <title style='display:none'>Abstract</title> <p>The spread of Covid-19 pandemic upturned higher education routines, inducing a shift to online learning which sometimes translated into a huge leap towards didactic experimentation. While exposing critical issues in existing teaching methodologies and assessment processes, such emergency distance education condition could spark meaningful educational innovation. This paper describes an international study engaging teachers of professionalizing courses in the educational area across the world (N=120). The aim was to investigate their perception of the induced distance education in terms of teaching methodology and assessment practices. Emerging findings indicate a silver lining in the midst of the pandemic storm, as teaching practices gear more towards being student-centred.</p> </abstract>ARTICLE2021-07-16T00:00:00.000+00:00The Analysis of Opinions About Teaching Profession on Twitter Through Text Mininghttps://sciendo.com/article/10.2478/rem-2020-0002<abstract> <title style='display:none'>Abstract</title> <p>Billions of data in social media have provided a very influential platform for researchers to make research on data analysis. In the digital age, it has become essential for conducting an analysis of written things in social media in which the individuals express easily themselves without any pressure and for studying big data. It has been known that there are shared subjects on the education like almost every subject on the Twitter platform. Accordingly, it is often shared about many issues relating to education. The purpose of the present study is to analyze shared ideas on the ‘teaching’ profession through this program, which has become popular recently. It was observed that the shared tweets were often related to the current problems about education and Twitter was used as a platform by the individuals to explain their problems. It was a considerable finding that most of the tweets focused on contracted teaching, the positions of appointment, public personnel selection exam and the system of exams, issues about assignation, paid to teach and interview issues that there are a great number of reaction tweets against negative evaluation about vacations of teacher and particularly, against the situations just like damaging the sanctity the teaching profession and these tweets take place in the category the most retweeted. With this research, it is suggested to make analyses on social media platforms with other data mining techniques on the same subject or different subjects, to analyze the shares of institutions and to examine the sharing of the Ministry of National Education</p> </abstract>ARTICLE2021-05-28T00:00:00.000+00:00Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’https://sciendo.com/article/10.2478/rem-2020-0007<abstract> <title style='display:none'>Abstract</title> <p>Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.</p> </abstract>ARTICLE2021-07-16T00:00:00.000+00:00Online computer science workshops for educators in higher education during Covid-19: challenges and opportunities of a forced distance learninghttps://sciendo.com/article/10.2478/rem-2020-0011<abstract> <title style='display:none'>Abstract</title> <p>This study focuses on a course belonging to the University of Bologna’s bachelor’s degrees ‘Expert in Social and Cultural Education’ and ‘Educator in Childhood Social Services’ called ‘Computer Science Lab–based course’, which aims to develop digital competences necessary for the educational profession. Before COVID-19, this face-to-face compulsory workshop-based course consisted of nine parallel teachings with different programmes and teachers. Due to the impossibility of providing regular lessons, teachers have been forced to revise their working methods by using different distance learning strategies. This paper aims to offer an understanding of the situation by analysing teachers’ and students’ perceptions collected through questionnaires in relation to the following aspects: most used and effective teaching strategies; technical, communicative and relational difficulties encountered by teachers and students; aspects related to distance learning methods and perception of the usefulness of the course for the educational profession.</p> </abstract>ARTICLE2021-09-01T00:00:00.000+00:00Computational thinking in primary education: a systematic literature reviewhttps://sciendo.com/article/10.2478/rem-2019-0023<abstract><title style='display:none'>Abstract</title><p>This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00«Beforehand we didn’t talk at all»: contribution of online study groups to the social and academic integration of immigrant studentshttps://sciendo.com/article/10.2478/rem-2019-0025<abstract><title style='display:none'>Abstract</title><p>Inclusion of immigrant students into higher education is of major social, political and academic importance. Hence, much effort has been made to identify factors that are essential for their successful integration into the academic world. One factor that has received only little attention is online networks, and specifically—the online study groups that offer immigrant students important learning, cultural and social resources. Accordingly, this study aimed at (a) examining the obstacles that immigrant students encounter in their participation in OSGs; (b) identifying ways for a more active online participation; and (c) determining the role that such participation plays in immigrant students’ social and academic integration. These goals were achieved using a case study of students of Ethiopian origin in Israel. The study was conducted in two stages: without and with intervention, which included incorporation of a formal OSG into an academic course. The findings show that participation in the OSG enabled the immigrant students a better access to academic resources and new communication channels with the majority peers. As such, the study emphasizes that participation in OSGs can facilitate immigrant students’ integration into the student community as a significant step towards their better integration into broader social circles.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00The impact of technology as a communication tool within the class: the teachers’ perceptionshttps://sciendo.com/article/10.2478/rem-2019-0021<abstract><title style='display:none'>Abstract</title><p>The introduction of ICTs in the school system has been a powerful catalyst for educational and pedagogical practices. But there is more than meets the eyes: in fact, an increasing influence of technologies in the school is evident especially if one considers the social-relational side. This is mostly due to the pervasiveness of mobile devices and the proliferation – in terms of time and space – of communication channels that mediate the exchanges between the school’s actors – via email, through classroom information management systems, through chat or IM exchanges. By describing a research run in four secondary schools aimed to understand the ICTs’ influences on classroom climate, the purpose of this paper is to shed light on how teachers perceive the new aspects of technologies and their use in their daily work, highlighting how these technologies influence the way in which they build relationships with students, parents and colleagues.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’https://sciendo.com/article/10.2478/rem-2019-0020<abstract><title style='display:none'>Abstract</title><p>The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education.</p><p>The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system.</p><p>Historically, there has always been a strong correlation between technology and migration; technology’s role as an active agent pertains not only to refugees’ departure but also to the entire migratory itinerary and the later process of integrating into the local community. Smartphones, global positioning systems, social networks and applications can make the difference between success and failure along the migration route. However, at reception centres, training practices in the digital environment do not characterise the structured educational offer but instead are more customary in refugees’ informal self-studies and build digital literacy. On the contrary, it appears useful to develop and promote refugees’ digital knowledge and literacy through practices that are not left to chance but are planned with pedagogical attention.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00Designing and re-designing the e-learning course «Teaching with Episodes of Situated Learning»https://sciendo.com/article/10.2478/rem-2019-0024<abstract><title style='display:none'>Abstract</title><p>In order to satisfy the several training requests regarding the method of Episodes of Situated Learning by teachers of all levels, in the academic year 2018/2019, CREMIT (Catholic University) has developed an e-learning course. This paper aims to describe the training structure, designed according to the ADDIE instructional system model, focusing on the elements such as micro-learning, e-tivities and e-tutoring. The course was delivered in two editions (November–December 2018 and May–June 2019). The evaluation process highlights some relevant aspects: the high level of participants’ satisfaction, the moderate numbers of dropouts and the completely positive results of the assessment activities. The analysis of the gathered data allowed us to re-design the e-learning course.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00Discussion boards as a culturally responsive tool in the ESL classroomhttps://sciendo.com/article/10.2478/rem-2019-0019<abstract><title style='display:none'>Abstract</title><p>The inclusion of new digital literacies in the ESL classroom has been growing lately. This study presents information about how beneficial it can be for emergent bilinguals to use an online platform, Blackboard, to engage in thoughtful and meaningful discussion boards. Findings from this qualitative case study show that such online discussion boards help students to not only develop their linguistic abilities, but also to feel valued as they can share their knowledges and experiences as part of the discussions. Discussions in the present study rely on students’ funds of knowledges to promote a more inclusive and multicultural classroom.</p></abstract>ARTICLE2020-06-27T00:00:00.000+00:00The fine line between public and privatehttps://sciendo.com/article/10.2478/rem-2019-0016ARTICLE2020-06-27T00:00:00.000+00:00en-us-1