Technology is an essential aspect of everyday life, thus the growth and integrationof information and communication technology (ICT) in learning and teaching isexpected. Beginning with the origins of technology based on mathematics as a science,we narrow our focus in this scholarly study on the use of ICT in the teaching andlearning of mathematics in elementary education. We focused on studying the impactof ICT on the teaching and learning process, as well as the (...) usage of ICT tools in thedevelopment of knowledge in mathematics. The goal of this systematic analysis is toshow the benefits of integrating ICT into mathematics teaching and learning, as well asthe constraints and challenges that elementary school teachers and students encounter.Our comprehensive analysis of pertinent theoretical and empirical findings ledus to the general conclusion that teacher proficiency with the new technology plays amajor role in the integration of ICT. The positive impact of ICT on mathematics teachingand learning is undeniable, because technology reduces logistics in the planningand implementation of instruction, increases interaction in the classroom, and encouragesmathematics learning through the visualization of abstract concepts and processes,while also allowing for independent study. (shrink)

In computer science, an algorithm is an unambiguous specification of how to solve a class of problems. Algorithms can perform calculation, data processing and automated reasoning tasks. As an effective method, an algorithm can be expressed within a finite amount of space and time and in a well-defined formal language for calculating a function. Starting from an initial state and initial input (perhaps empty), the instructions describe a computation that, when executed, proceeds through a finite number of well-defined successive states, (...) eventually producing "output" and terminating at a final ending state. The transition from one state to the next is not necessarily deterministic; some algorithms, known as randomized algorithms, incorporate random input. This book introduces a set of concepts in solving problems computationally such as Growth of Functions; Backtracking; Divide and Conquer; Greedy Algorithms; Dynamic Programming; Elementary Graph Algorithms; Minimal Spanning Tree; Single-Source Shortest Paths; All Pairs Shortest Paths; Flow Networks; Polynomial Multiplication, to ways of solving NP-Complete Problems, supported with comprehensive, and detailed problems and solutions, making it an ideal resource to those studying computer science, computer engineering and information technology. (shrink)

It's Still Debatable! encourages scientific literacy by showing you how to teach the content and thinking skills K- 5 students need to explore real-world questions like these: - Is football too dangerous for kids? - Do we need zoos? - Should distracted walking be illegal? At the core of the exploration is the Socioscientific Issues Framework. It uses debatable, science-related societal questions, or socioscientific issues, to address science content, help children learn to apply the content, and encourage them to become (...) informed citizens. The book supports the Next Generation Science Standards; links to the Common Core State Standards, National Curriculum Standards for Social Studies, and C3 Framework; and is developmentally appropriate for diverse elementary classrooms. It also includes a chapter especially for use in methods courses and professional development programs. The framework gives students practice in the research, analysis, and argumentation necessary to grapple with difficult questions with roots in life, physical, Earth, and environmental science. After introducing the framework and explaining how it supports the standards, the book shows you how to implement the concept through 14 lessons. Because the book is specifically for elementary grades, the author made it a teach-ready resource that integrates science into your packed school days. You get clear and accessible background information, practical guidance on how to use the lessons, and developmentally appropriate assessments and handouts. You even find out how to develop your own socioscientific issues curriculum. (shrink)

This descriptive qualitative study examined how the Storypath (also known as Storyline) approach to teaching social studies involves elementary school students in action civics (authentic civic activities, self-chosen issues, ongoing reflection, decisions valued). Storypath, a project-based approach, utilizes the story structure to frame learning through an inquiry process whereby students consider an overarching question about a topic, create a relevant setting, become characters in the setting, and engage in the plot of the story (critical incidents). This Storypath (...) engaged a class of ethnically and culturally diverse fifth graders in creating a music company (setting) dedicated to producing songs for social change. As company employees (characters), students researched issues they chose (affirming their agency in the learning process), then created songs and music videos for social impact. The arts (songs and videos) and technology (digital media) became integral to students’ efforts as they created and recorded music to share with the world. Students responded to Padlet and worksheet prompts, wrote song lyrics, and recorded music videos which all were analyzed to address this research question: What did authentic civic advocacy through creating music within the Storypath approach reveal about elementary students’ civic disciplinary knowledge, thinking, and skills? Findings revealed two overarching types of thinking: civic and political. Evidence indicates that civic thinking was justice-oriented for social well-being while political thinking was influence-oriented for strategic impact. This suggests that the Storypath implemented in this study can engage elementary school students in authentic civic advocacy within the classroom to cultivate civic and political thinking for meaningful participation in democratic life beyond the classroom. (shrink)

Context: Technology has not only changed the way we teach mathematical concepts but also the nature of knowledge, and thus what is possible to learn. While geometric transformations are recognized to be foundational to the formation of students’ geometric conceptions, little research has focused on how these notions can be introduced in elementary schooling. Problem: This project addressed the need for development of students’ reasoning about and with geometric transformations in elementary school. We investigated the nature of (...) students’ understandings of translations, rotations, scaling, and stretching in two dimensions in the context of use of the software application Graphs ’n Glyphs. More specifically, we explored the question “What is the nature of elementary students’ reasoning of geometric transformations when instruction exploits the technological tool Graphs ’n Glyphs?” Method: Using a design research perspective, we present the conduct of a teaching experiment with one pair of fourth-graders, studying translation and rotation. The project investigated how and to what extent activity using Graphs ’n Glyphs can elicit students’ reasoning about geometric transformations, and explored the constraints and affordances of Graphs ’n Glyphs for thinking-in-change about geometric transformations. Results: The students proved adept using the software with carefully designed tasks to explore the behavior of two-dimensional shapes, distinguish among transformations, and develop predictions. In relation to varied conditions of transformations, they formed generalizations about the way a shape behaves, including the use of referent points in predicting outcomes of translations, and recognizing the role of the center of rotation. Implications: The generalizations that the students developed are foundational for developing an understanding of the properties of transformations in the later years of schooling. Dynamic technological approaches to geometry may prove as valuable to elementary students’ understanding of geometry as it is for older students. Constructivist content: This study contributes to ongoing constructivism/constructionism conversations by concentrating on the transformation of ideas when engaging learners in activity through particular contexts and tools. Key Words: Geometry, transformations, constructionist technologies. (shrink)

The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science (...) literacy across the whole educational spectrum. Such literacy will be manifest in a better appreciation of the part played by science in the development of society and culture. Such history, philosophy and science (HPS)-informed teaching and study of pendulum motion can serve as an exemplar of the benefits of HPS-informed teaching across the science curriculum. (This chapter draws on material in Matthews (1998, 2000, 2001, 2004), and on contributions to Matthews et al. (2005)). (shrink)

The importance of the topic of the article lies in the fact that in the era of postmodernism, informatization of the elementary school allows you to improve the quality of the educational process, through the use of information and communication technologies (ICT) to simplify management of the educational process, to organize the exchange of teaching experience, to expand didactic capabilities of the lesson. The purpose of the article is the need to study and justify the importance of (...) using new ICT in primary school lessons, to expand the experience of e-learning in primary school. The article expands the concept of information and communication technologies and their benefits in primary school; given the rationale for conducting a lesson using ICT; the experience of e-learning in the primary school of the postmodern era is characterized. Thus, one of the priorities of the development of education in postmodern society is the professional application in all areas of information technology and e-learning, which can increase the interest of present students and improve the ability to adapt to current electronic information society. The formation of knowledge and skills in the field of computer literacy of teachers and students will be an indicator of compliance of its level with current requirements. (shrink)

The digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world? This book shares practices across levels, (...) from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices. (shrink)

Creativity is an essential factor in ensuring the sustainable development of a society. Improving students’ creativity has gained much attention in education, especially in Science, Technology, Engineering, Arts, and Mathematics education. In a quasi-experimental design, this study examines the effectiveness of a project-based STEAM program on the development of creativity in Chinese elementary school science education. We selected two fourth-graders classes. One received a project-based STEAM program, and the other received a conventional science teaching over 6 (...) weeks. Students’ creativity was assessed before and after the intervention using a multi-method approach, including a test of divergent thinking, a story completion through the Consensus Assessment Technique, a creative self-efficacy measure, and a group-based creative project. Moreover, all students received a test of their science knowledge after the intervention. The results showed that compared with the control group, the creativity of the experimental group students improved significantly for 6 weeks at both individual and group level, even though their knowledge in science were comparable. This result confirmed the effectiveness of a project-based STEAM educational program improving elementary school students’ creativity. Implications are discussed. (shrink)

Purpose Children are becoming heavy users of communication and information technologies from an early age. These technologies carry risks to which children may be exposed. In collaboration with the Israel Ministry of Education, the authors launched a week-long safe online awareness program for school children in 257 elementary and middle schools in Israel. Each class independently composed a safe and ethical code of online behavior following two classroom debate sessions. The purpose of this study was to analyze these (...) codes and learn how school children perceive and understand the proper use of the network using thematic analysis. Design/methodology/approach A total of 8,181 students between the ages of 8 and 14 years in 303 classes from 257 schools participated in the program. These classes composed 303 ethical codes, which were decomposed into 2,201 elements. Using mixed-methods research combining quantitative and qualitative methodologies, the elements of the ethical codes were analyzed, interpreted, and classified to identify the dominant themes and discourses used by the students when addressing issues related to safe online use. Findings Findings indicate that Israeli students are aware of the dangers and risks of the internet, and these concerns are reflected in their own ethical codes. The students discouraged online self-exposure and encouraged precautions and wariness towards members of out-groups. The themes included sentences which asked for responsible, appropriate, and lawful use, expressed concern about privacy issues, and stated the need for adult involvement. Most of them reflected an “us against them ” perspective. Originality/value The current study presents an innovative “bottom-up” program based on wisdom of the crowd approach, that can be implemented in schools internationally in order to encourage reflexivity and teach children the necessary skills for safe online experiences. In addition, this study analyses the school children’s own views of the dangers of social media and learn about their perspective and understanding of internet use. (shrink)

This study aimed at exploring the impact of post-epidemic era on teachers’ behavioral intention of distance education. In this study, purposive sampling method was used to enroll 390 teachers in colleges and universities, high schools and vocational schools, and junior high and elementary schools to be the research subjects for the questionnaire survey. A total of 360 questionnaires were collected for statistics, and AMOS 23.0 statistical software was used to analyze the correlation between variables. Meanwhile, a structural (...) equation model was used to analyze and verify the impact of the technology acceptance model, information system success model, and diffusion of innovations theory. According to the results, the system quality of distance teaching platforms certainly affected perceived usefulness, and perceived usefulness affected teachers’ attitudes toward using distance teaching systems. In addition, perceived ease of use had an impact on perceived usefulness, and trialability had an impact on teachers’ attitudes toward using distance teaching systems. Finally, teachers’ attitude toward using a distance teaching system also affected their behavioral intention. According to the results, suggestions were made in this study to teachers and students for distance teaching. Additionally, the main contribution of this study lies in providing specific strategies for further distance teaching through empirical results in combination with on-site teaching. (shrink)

REVERE Award Finalist, PreK-12 Learning Group, Association of American Publishers! " Functional scientific literacy requires an understanding of the nature of science and the skills necessary to think both scientifically and ethically about everyday issues." -- from the introduction to It's Debatable! This book encourages scientific literacy by showing you how to teach the understanding and thinking skills your students need to explore real-world questions like these: - Should schools charge a "tax" to discourage kids from eating unhealthy foods? - (...) Should local governments lower speed limits to reduce traffic fatalities? - Should pharmaceutical companies be allowed to advertise prescription drugs directly to consumers? At the core of the exploration is the Socioscientific Issues Framework. The framework gives students practice in the research, analysis, and argumentation necessary to grapple with difficult questions and build scientific literacy. After introducing the concept of the framework and explaining how it aligns with the Next Generation Science Standards, the book shows you how to implement it through seven units targeted to the elementary, middle, and high school levels. You even find out how to develop your own socioscientific issues curriculum. Both practical and content-rich, It's Debatable! doesn't shy away from controversy. Instead, the authors encourage you and your students to confront just how messy the questions raised by science (and pseudoscience) can be. After all, as the authors note, " The only way for our students to be prepared for participation in societal discourse is to have practice in their school years, and what better place than the science classroom?". (shrink)

This study proposed a children’s digital art ability training system with artificial intelligence-assisted learning, which was designed to achieve the goal of improving children’s drawing ability. AI technology was introduced for outline recognition, hue color matching, and color ratio calculation to machine train students’ cognition of chromatics, and smart glasses were used to view actual augmented reality paintings to enhance the effectiveness of improving elementary school students’ imagination and painting performance through the diversified stimulation of colors. This (...) study adopted the quasi-experimental research method and designs the pre-test and post-test for different groups. The research subjects are the Grade 4 students of an elementary school in Taitung City, Taiwan. The test tools included an imagination test and an evaluation of painting performance ability. The test results of a total of 30 students before and after the experiment included the experimental group that received the children’s digital art ability training system with AI-assisted learning and 30 students in the control group that had not received the teaching were analyzed by covariance. These results were supplemented by the description and interpretation of student feedback, teachers’ reflection notes, and other qualitative data to understand the performance of the students in the experimental group in terms of imagination and painting performance. (shrink)

The social impact of robotics applied to domains such as education, religion, nursing, and therapy across the world depends on the level of technology as well as the culture in which it is used. By studying how robots are used in Iran, a technologically-savvy country with a long history and a rich culture, we explore their possible impact on interrelated areas of religious and ethical features in education in an Islamic society. To accomplish this task, a preliminary exploratory (...) class='Hi'>study was conducted using two social robots as teaching assistants in Islamic religion classes for 42 elementary students. More than 90% of the participants in the study absolutely preferred the robot-assisted religion class over one taught by a human. Building on the results from the students’ viewpoints and exam scores, the acceptability and potential of using social robots in the education of Islamic religious concepts in Iran are further discussed in this paper. (shrink)

The purpose of this study was to determine the effects of academic controversy as a teaching strategy in elementary science methods classes. The academic controversy model was used with 80 elementary science methods students in one class at Utah State University and two classes at Westminster College in Pennsylvania. Small groups of students engaged in one of the following class-selected controversies: (1) the effects of smoking; (2) genetic engineering, and (3) an environmental issue dealing with the (...) widening of a canyon road. Qualitative data were collected from student note cards, transcriptions of taped controversies, synthesis papers, and a post-controversy survey. Results were consistent, regardless of the topic or group of students. Outcomes indicated that (a) students demonstrated a high level of task commitment as they participated in this learning model, (b) students had a positive attitude toward the use of the academic controversy model, (c) students perceived a high level of content attainment, and (d) students exhibited positive attitudes toward other members of their controversy group. (shrink)

The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at (...) the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons. (shrink)

The paper explores the possibilities of using applied qualitative research to help to achieve changes in the context of education. It presents three case studies: an evaluation of an educational software package which may be implemented nationally; an assessment of the impact of a 1:1 Technology Rich Learning Environment experimental project conducted in two Slovak elementary schools; and international comparative research on the curricula of psychology courses in secondary schools. The authors ask three questions: 1. does qualitative research (...) have the potential/resources/capacity to guide us in the process of making policy related decisions? 2. Does it have enough credibility in the eyes of the consumers—whether these are decision-makers themselves or a wider community that often plays a role in public decisions? 3. Could this type of work still count as academic inquiry? The discussion evolves around the reflection of the position of researchers in this type of research design, and the authors conclude that applied qualitative research could be the source of solid evidence for making decisions related to education—although this evidence is different to that provided by quantitative research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction (...) went from two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several (...) challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses. (shrink)