May 13-14, 2023, Virtual Conference
Xiaoshu Xu1, Xibing Wang2, Yunfeng Zhang3, Xinyu Xu4, 1,4School of Foreign Studies, Wenzhou University, China, 2Stamford International University, Thailand, 3Centre for Portuguese Studies, Macao Polytechnique University, Macao
This paper explores the potential of using ChatGTP, a large language model, to address the side effects of Personal Learning Environments (PLEs) in higher education from the perspective of teachers and teaching. The study employed an interview method with six professors and two ICT experts in higher education to gather data on the challenges faced by learners in PLEs and the potential of ChatGPT to tackle these challenges. Thematic analysis was used to analyze the data, and the results revealed that teachers face several challenges in PLEs, including educational philosophy (e.g., pedagogy) and skills (e.g., assessment and evaluation, pedagogical design, learner engagement, and digital literacy). The lack of clear evaluation methods and the difficulty in assessing student learning due to the personalized nature of PLEs pose significant challenges. Additionally, designing effective PLEs requires scaffolding and alignment with learning outcomes. Digital literacy is also a critical factor in the adoption of PLEs, as teachers need to develop the necessary skills to keep up with the rapid pace of technological change. The paper argues that ChatGTP can assist teachers in tackling these challenges. The paper is of value to educators, researchers, and policymakers and the field of education technology by addressing the challenges and opportunities of PLEs in higher education.
Personal Learning Environment, ChatGPT, higher education, teacher and teaching, side effects.
Yan Li, Zhuoqun Lu and Heyun Liu, School of Energy and Mechanical Engineering, Hunan University of Humanities, Science and Technology, Loudi 417000, China
With the continuous development of information technologies, the pace of education informatization is accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’ learning demands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT applications, national education-informatization policies and deployment, and the plight of the traditional teaching mode, there is a need to explore new ideas and patterns of integrating information technologies and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blended teaching mode based on small private online courses (SPOC) on course aims, teaching contents, teaching methods, and evaluation approaches under the background of informatization. The results show that this teaching model can enhance students' learning effect and comprehensive ability effectively. The rules of blended teaching were explored to guide teaching improvement.
SPOC, Blended Teaching, Informatization.
Gabriel Solomon, Pastor New Heritage Baptist Church, Nigeria.
This paper examined “fundamental tips for understanding special education” an education that is structured to meet the needs of children living with disability. The paper employed an interview technique to gather information on the issues in special education and relevance of special education from ten (10) teachers in special schools. Content analysis was used to report the findings of this paper, and the findings revealed that issues in education include disability classification, classroom environment and fund issues. In addition, the paper revealed that the significance of special education include it helps teachers to understand individual differences, improves motor skills, the child’s self-esteem and help children living with disability to maintain a healthy and balanced lifestyle. This paper is of significance to educators, researchers, and curriculum developers and educational sectors as it addresses the significance of special education on the educational growth of a nation.
Significance, Special education, Educational growth.
Julia Koifman, Beit Ekstein Rupin high school, Emek Hefer, Israel
In light of teaching students with dyslexia and other learning difficulties (LD), neuroscientists claim that such deficiencies happen due to a neural base, depending on biological and environmental factors, and experience developing properties and improving reading skills. The research claims two types of dyslexia: developmental (or innate) and deep (or acquired due to brain traumas or diseases). This article researches developmental dyslexia (DD), which may be primary and secondary. DD is divided into two main subtypes: surface and phonological While reading; our brains must "rewire" neural circuits initially used for other tasks, such as visual and speech processing and attention and cognition. Psycholinguistics investigates the cognitive process of perception, production, and general use of language. This article revises teaching English in light of neuroscience, psycholinguistics, and appropriate methods to train working memory and other ways to overcome DD and its subtypes.
developmental dyslexia, neurodiversity, special education, working memory, neuroscience.
Khofidotur Rofiah1, 2 and Joanna Kossewska1, 1Pedagogical University of Cracow, Poland, 2Universitas Negeri Surabaya, Indonesia
In early childhood education settings in Indonesia, there is a lack of research on teachers' attitudes toward inclusion and the relationship between that attitude and their empathy in the context of including children who have emotional and behavioral disabilities in their classrooms. Using the Multidimensional Attitudes toward inclusive educational scale (MATIES), which has three sub-dimensions: cognitive, affective, and behavior, and Empathy Quotient (EQ) to measure the empathy level. The purpose of this paper was to identify the connection between empathy and attitude among teachers of childhood education. In addition, this study also identified some specific variables, namely level of education, teachers' training in inclusion, and teaching period in relation to their attitude toward the inclusion of children with disabilities in regular classes. A survey was given to 161 Indonesian teachers, and five participants were also asked to take part in a semi-structured interview. The findings indicate that there was a significant correlation between the level of empathy and the three dimensions of teacher attitude towards inclusive education including.
teachers' attitudes, empathy, Indonesian inclusive education.
Ajla Aljović, International Burch University, MA student of English Language and Literature, Sarajevo, Bosnia and Herzegovina
Technological innovations have impacted how we teach, learn, and communicate in the educational setting. Educational institutions must integrate various technologies, including images, music, video, and an infinite number of online platforms, to continuously adapt to new technologies. Early childhood programs, which have been offered at primary education institutions and which are being taught at universities, are specifically urged to use digital media as a way to clearly and effectively convey a range of subject matter (Cardinal, 2017; Casey et al., 2017; Tiernan, 2015). The study argues for the educational value of social media while also cautioning readers about the risks associated with unsupervised and unguided use by students of social networking sites. Social media cannot be disregarded because it is a part of young students' daily lives in over 90% of cases. In addition to having a large capacity for data uploading and sharing, these websites also offer some distinctive qualities including being speedy, affordable, secure, creative, pleasant, and multimedia. No teacher can afford to ignore the influence; it would be wiser to take it into account while planning lessons. The author cites numerous sources to show how some SNSs, like Facebook, Twitter, LinkedIn, YouTube, etc., can be integrated. The author does, however, offer some warnings regarding issues like privacy, time loss, distractions, and the mechanical nature of these SNSs. In the concluding lines, the author discusses various SNS-related consequences for teachers and students and education in general.
Social networking sites, pedagogical tool, educational value, social media, teaching.
Suparna Roy, Assistant Professor, Global Institute of Management and Technology, West Bengal, India
Rape and Sex are terms highly ambiguous and complexly ‘republicized’ within its domain of pure cultural representation. Focusing on the concept of Women as the rape victims here, it is crucial to comprehend what we even understand by the definition of women. Is it what Women identify and relate with their experience or are trying to uplift and mold themselves with certain featured definitions that are patriarchally encoded to fit themselves into the definition of woman as an identity? Remembering the definition put forward by Judith Butler in Gender Trouble regarding the concept and definition of Women, where she said- “Women are the sex which is not “one”. Within…a phallogocentric language, women constitute the unrepresentable…women represent the sex that cannot be thought, a linguistic absence and opacity”. Following the queer-post-structuralist-feminist theory, this essay would re-read the cultural-politics around the discourse of rape on women by focusing on few Rape reports, under an empirical and observational methodology followed by an intersectional perspective.
Rape, Women, India, Culture, Society.
Nevine El Souefi, CEO Edupedia, Egypt
This study digs deeper into the reflective process trying to understand what happens through it, and how teachers learn from considering their own experiences. Seven teachers participated in the study going through reflective tasks, then data was collected through a focus group discussion with all participants, and three in-depth interviews. The study resulted in identifying the facets that the reflective spiral goes through. By introducing reflective tasks, reflective thinking on-action is promoted where teachers reflect on the practice, getting the unconscious to conscious, to expression, to put in focus. When analysing the experience, teachers go into critical reflection resulting in awareness of the teacher as what needs to change and why. This is followed by reflective action; taking the decision to take an action, and the actual change of practice. Through teachers’ action in the class another type of reflection appears; reflective thinking-in-action, considering their actions while they are teaching based on students’ reactions, starting another cycle of reflective thinking-on-action, or reflective thinking-in-action, and so on.
The Reflective Spiral, Professional Learning, Reflective Thinking in-action, Reflective Thinking on-action, Critical Reflection, Reflective Action.