المؤلفون: Castéra, Jérémy, Coiffard Marre, Claire, Chan Kit Yok, Margaret, Sherab, Kezang, Impedovo, Maria Antonietta, Sarapuu, Tago, Delserieys-Pedregosa, Alice, Khatoon Malik, Sufiana, Cheneval-Armand, Hélène

المساهمون: Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Science Education Centre, Science Education Centre, (SCE), University of Tartu-University of Tartu

المصدر: ISSN: 1360-2357.

مصطلحات موضوعية: [SHS.EDU]Humanities and Social Sciences/Education

الوصف: International audience

العلاقة: hal-02444776; https://hal.archives-ouvertes.fr/hal-02444776Test; https://hal.archives-ouvertes.fr/hal-02444776/documentTest; https://hal.archives-ouvertes.fr/hal-02444776/file/Manuscript_Clean.pdfTest

الإتاحة: https://doi.org/10.1007/s10639-020-10106-6Test
https://hal.archives-ouvertes.fr/hal-02444776Test
https://hal.archives-ouvertes.fr/hal-02444776/documentTest
https://hal.archives-ouvertes.fr/hal-02444776/file/Manuscript_Clean.pdfTest

المؤلفون: Sufiana Khatoon Malik, Hélène Cheneval-Armand, Kezang Sherab, Maria Antonietta Impedovo, Margaret Chan Kit Yok, Alice Delserieys-Pedregosa, Jérémy Castéra, Claire Coiffard Marre, Tago Sarapuu

المساهمون: Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Science Education Centre, Science Education Centre, (SCE), University of Tartu-University of Tartu

المصدر: Education and Information Technologies
Education and Information Technologies, Springer Verlag, 2020, 25, pp.3003-3019. ⟨10.1007/s10639-020-10106-6⟩

مصطلحات موضوعية: 4. Education, [SHS.EDU]Humanities and Social Sciences/Education, 05 social sciences, University teachers, Educational technology, 050301 education, Context (language use), Library and Information Sciences, Confirmatory factor analysis, Relative stability, Education, Likert scale, Test (assessment), 0502 economics and business, Mathematics education, 050211 marketing, 10. No inequality, Psychology, Content knowledge, 0503 education, ComputingMilieux_MISCELLANEOUS

الوصف: The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators’ TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal–Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers’ TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1a547e9172159b96bf2ac9b6c6d0cac6Test
https://hal.archives-ouvertes.fr/hal-02444776Test

المؤلفون: Gadille, Martine, Impedovo, Maria Antonietta

المساهمون: Laboratoire d'Economie et de Sociologie du Travail (LEST), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Centre National de la Recherche Scientifique (CNRS), Aix Marseille Université (AMU), Apprentissage, Didactique, Evaluation, Formation (ADEF), Dispositif Incubateur Académique pour le Numérique Educatif, Ministère de l'EducationDispositif Lieux d'Education Associés, Institut Français d'Education-ENS Lyon, Margaret Chan Kit Yok, Ling Siew Eng, Ling siew Ching

المصدر: Proceeding of the 1st International Conference on Education in the Digital Ecosystem (ICEdDE 2019) ; https://hal.science/hal-02464141Test ; Margaret Chan Kit Yok; Ling Siew Eng, Ling siew Ching. Proceeding of the 1st International Conference on Education in the Digital Ecosystem (ICEdDE 2019), 2019, DEStech Publications, Inc,, 2019, Blended Learning in teacher training. Innovation and good practices., 978-1-60595-658-9 ; http://dpi-proceedings.com/index.php/dtssehs/issue/archiveTest

مصطلحات موضوعية: Learning Experience, Muves, multi users virtual environement, middle school, virtual realtiy, overlapping bodies, avatars, expérience d'apprentissage, corps entremêlés, réalité virtuelle, collège, environnement virtuel multi utilisateurs, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.SOCIO]Humanities and Social Sciences/Sociology

الوصف: International audience ; The purpose of the present study was to examine the implications of thelearning and teaching students and teachers configuration with Virtual World inmiddle school. The context is an experimental middle school (students age 11-15)adopting MUVEs as immersive 3D virtual. We conducted participant observation,collecting video-audio records of the teachers and students’ activity, completed witha student focus group and teacher interviews. The analysis identified someimplications of the introduction of virtual reality in the school context. Our resultshighlight the dynamic ways in which the new tools shaped the teaching andlearning process. ; Le but de cette recherche était d’examiner les implications d'une reconfiguration des relations élèves enseignants à partir d'un monde virtuel sur l'apprentissage et l'enseignement dans un collège. Le contexte est celui d'un un collège expérimentant (élèves de 11 à 15 ans) la technologie des Environnement Virtuel Multi-utilisateur (MUVEs). Nous avons effectué permettant une immersion 3D. Nous avons conduit une observation participante, et collecté des enregistrements vidéo-audio sur les activités des enseignants et des élèves, complété par un groupe de discussion thématique avec les étudiants et des entretiens avec les enseignants. L’analyse de ces matériau permet d'identifier certainesimplications liées à l'introduction de la réalité virtuelle dans le contexte scolaire. Nos résultatsmettent en évidence les façons dynamiques dont les nouveaux outils ont façonné l'enseignement et leprocessus d'apprentissage.

العلاقة: hal-02464141; https://hal.science/hal-02464141Test

الإتاحة: https://hal.science/hal-02464141Test