Denise the leader of Teaching and Learning Innovation at school D explained that her schools philosophy regarding devices is to provide students with all the technology they require without them having to resort to using their own devices (phones). We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom. In a similar scenario to case C, Bens students (case B) predominantly completed their working on traditional whiteboards which they then photographed and uploaded onto their devices. (2016). In N. Calder, K. Larkin, & N. Sinclair (Eds. Comments from the students aligned with the teachers intentions for using an LMS: Yeah so what we do is we go into Canvas, and that is basically where all of our subjects are. Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. Mobile technologies: How might using mobile technologies reshape the learning and teaching of mathematics? The ability to offer easily accessible, timely and personalised feedback through the LMS was recognised by these teachers as feature to extend mathematical conversations with students and to focus on developing their mathematical thinking. Lai, C. L., & Hwang, G. J. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. https://doi.org/10.1007/s10763-016-9771-5. relating teacher motivational strategies to student motivation and achievement in fact does not even test the teachers. This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. Introducing iPads into primary mathematics classrooms: Teachers experiences and pedagogies. During the classroom observations, all four teachers were observed to be conducting microteaching episodes and providing support to individual or small groups of students as the need arose. Zainuddin, Z., & Halili, S. H. (2016). In relation to mathematical communication, three of the four case study teachers made use of their LMS to provide an active means of communicating with students about mathematical work. He also uses a range of other digital resources including Geogebra and Excel. These connections were supported through LMS use, providing students with multiple self-paced pathways through the mathematical content, allowing them to see the big picture, because they were not restricted to the content being presented by the teacher on any particular day, as would be the case in a more traditional classroom setting. What are the perceived benefits or limitations of blended learning? An interesting comment from Caitlin implied a tension between a traditional pen and paper approach to mathematics teaching and learning and a technology-based approach: I also find that in reality, the kids have to use pen and paper for doing a lot of their mathsMicrosoft equation editor is very time consuming and very unwieldy, so the laptops arent something we use. Technology usage in mathematics education research A systematic review of recent trends. Higher Education Research and Development, 34, 114. Thousand Oaks: Sage Publications, Inc. Book The school offers a curriculum based on project and problem-based learning across all disciplines. He uses self-created videos to demonstrate concepts and as a communication tool to students. At school D, the blended learning model is not implemented school-wide. Data analysis was conducted in alignment with the research question posed in this paper using NVivo software. The remote location results in difficulty accessing the internet. Adam designs his units of work, to begin with a problem or hook. London: Pearson. Students' perceptions of teachers' emotions. And that can work both ways, especially with the girls, who are sometimes hesitant to show that they understand it and they are smart because often you find that with girls, they dont want to stand out. This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. Pre-prepared lesson materials can range from teacher-produced videos and screencasts to the provision of mathematics resources produced with software such as GeoGebra and the use of instructional videos created by others such as Khan Academy and WooTube. Even so, Polly and Casto (2019) caution In a blended learning environment where students engage with technology, exposure to cognitively demanding tasks is not guaranteed (p.286). The following quote provides a testament to David and his effective use of technology: it gives me the sense of the trust between him as a teacher and us as a student, the trust that were working and were on task and it then is up to us to stay up and to do what youre meant to be doing and to stay on topic and to make sure youre up with the rest of the class and not way behind. (1997). Each case consisted of a classroom teacher, one member of the school leadership team, and a focus group of five to six students. Flipped classroom research and trends from different fields of study. Cuadernos de Investigacin y Formacin En Educacin Matemtica (pp. The problem investigated in this study was decreasing annual reading proficiency among students in intermediate elementary grades (Grades 3-5). A clearer understanding of the intricacies involved in blended learning in mathematics and the related perceptions of teachers and students will provide insights for researchers, teachers, and pre-service teacher educators as we begin to understand the evolving educational landscape post COVID-19. Deficiencies in reading proficiency can negatively impact overall student achievement. The NMC/CoSN Horizon Report (Freeman et al. To date, research on the flipped learning approach has predominantly been conducted within the field of tertiary education (Zainuddin and Halili 2016), and studies that interrogate the pedagogical practices that have emerged from flipped learning in secondary mathematics classrooms and the resulting students perceptions are limited. Access to devices ranged from high (case D) to minimal (case C). (Student, case D). Firstly, emerging research documents an improvement in student engagement due to the anywhere, anytime affordance of flipped classrooms (Cronhjort et al. Critical race theory provided the framework to explore the impact of . Observations provided the researchers with rich data about the interactions between teachers, students, devices, and mathematics content. Unstructured classroom observations were conducted to triangulate the interview and focus group data and provide further evidence of how the teachers and students were using technology in practice. Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. The purpose of this study was to investigate intermediate elementary teachers' perceptions of their instructional strategies to improve students' reading . Roblyer, M. D., & Hughes, J. E. (2019). The study was conducted online by sending the link of questionnaire to alumni who graduted from three state senior high schools in South Aceh. Retrieved from http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4717043. (Ben, case B). Data informing this paper is drawn from a larger multiple case study of 10 Australian mathematics classrooms ranging from pre-school to Year 12 (see Attard and Holmes 2020a; Attard and Holmes 2020b). Bower, M. (2017). The accessibility of past and present learning resources also appears to promote the building of connections across mathematical content, evidenced in this quote: No, its not just the videos. Inclusive classrooms are now the norm in many K-12 schools across the United States, which has made the job of general education teachers all the more difficult. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. Blended learning in mathematics: Examining vignettes from elementary and middle schools. 2. It was just like why is that the next thing to do? (2016). Focus group discussions used prompts that probed the students perceptions of technology use in mathematics. Regardless of the level of access to devices across the case studies, each teacher featured in this paper was able to use technology to improve their students access to mathematics learning resources. Mathematical mindsets: Unleashing students potential through creative math, Inspiring Messages and Innovative Teaching. Ben (case B) was in his first year of teaching when he began to provide differentiation through technology. Instead, in some cases, blended learning evolved as an unintended but valuable outcome of a combination of technology use and effective practice. (Student, case A), Students who struggle with understanding particular concepts also demonstrated strong support for self -paced learning: if youre not having a good day and whatever you can watch the same video until you understand it or keep moving on without knowing that youre going to miss something important. (Student, case A). In this paper, the categories were a useful lens to explore the practices observed in this study. The combination of affordances accessed by the teachers resulted in more complex forms of blended learning that may not necessarily have been intended. First-year primary teachers' classroom management strategies: Perceptions of use, confidence, and effectiveness. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners' report the impact of these strategies on their motivation. https://doi.org/10.1007/978-3-319-90179-4_1. Similarly, Andrew (case A) outlined how the use of an LMS provides access to learning materials, enabling a blended learning approach to occur: Technology really helps us because we use a platform called Echo and teachers can post videos on there, put all our homework onto there. Evidence of increased access to mathematics content is now explored. Dolan (2016) posits that the answer may lie more in understanding the practices inherent in using technology, rather than focusing on specific types of devices or tools (p.33). While the results of this small study were positive, caution must be exercised. Exploring flipped classroom instruction in Calculus III. Computers & Education, 114, 255273. (2014). In particular, teachers and researchers can raise some inquiries regarding the students' attitudes toward teachers' teaching methods or strategies and their impact on L2 learning in ESP settings, especially in Indonesia. 2023 Springer Nature Switzerland AG. Qualitative research: A guide to design and implementation. During the pandemic, learning methods were changed to distance or hybrid learning to ensure both physical distancing as well as educational continuity. Teachers take it in turn to set up units of work within OneNote, which then forms the basis of their teaching and allows individual teachers to populate the OneNote file with their teaching and learning materials. As the purpose of the overarching study was to explore effective technology-infused practices, case study teachers were identified through professional associations, professional teaching networks, and referrals, as teachers who are considered by their peers as effective and innovative users technology within mathematics classrooms. In this paper, we explore the perceptions of teachers and students from a study of four Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. ZDM, 48(5), 589610. Students perceptions of technology use across the four case studies also yielded strong similarities. (2018). Although the term self-pacing was not featured in the teacher interviews, it was a noticeable feature in the student focus group discussions. Google Scholar. Ben also discussed the time saved from having class notes in electronic form, explaining in the following quote: It is a combination of them having a record of everything that I have written down, and when they miss class, they have got a record of what we did on that day. https://doi.org/10.4018/978-1-4666-8714-1.ch009. Mathematics Education Research Journal, 28(1), 173197. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2. 2018; Thomson et al. Integrating educational technology into teaching: Transforming learning across disciplines (8e ed.). Not after he explained it to me, I sort of got better and then I just put it into practice and got better at it. Students then follow the program as it is set up in OneNote through a self-paced, non-linear approach. But like, yeah, the GeoGebra and the YouTube and stuff is kind of visual and kinaesthetic with all the stuff in there. Vertical whiteboarding: Riding the wave of student activity in a mathematics classroom. He considers his use of technology a flipped learning approach that provides students with access to previous and current lesson and assessment activities. The significant findings of the study include the participants' preference to study English rather than other foreign languages at high school; they displayed high motivation and frequent classroom participation in the English class, strong desire to improve their English communicative competence, negative attitude towards the culture used in th. There are multiple factors related to student underachievement and disengagement in mathematics. The approach provides students with greater autonomy in their learning and makes mathematics learning accessible for those who may wish to revise challenging or difficult content (Muir and Geiger 2016). (2005). The students at the school each have either an iPad or a laptop. Research Papers in Education, 20(1), 324. 2015), by promoting non-linear learning opportunities. This level of monitoring also allows David to provide just in time support to small groups through microteaching, which appears to have increased his students confidence in asking for help. Cameron also occasionally uses video clips produced by others in his teaching. (2010). At the time of the research, the school provided some access through the provision of several laptops. International Journal of Science and Mathematics Education, 15(3), 545568. Case study research: Design and methods (4th ed.). It becomes learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. British Educational Research Journal, 23, 575595. NMC/CoSN Horizon Report: 2017 K-12 Edition. Summary details relating to the participants schools are included in Table 1 below: Adam works at a metropolitan school with a strong technology focus. I kind of like how the whole - because we work on OneNote as well and I like how thats all displayed, and its just very organised, its very section by section doing this, that links in with that topic, this links in with this topic. The mathematics faculty uses the Canvas LMS and Microsoft OneNote as the primary teaching and learning platforms. Qualitative inquiry and research design, 3rd edn. To carry out the study, a descriptive survey research design with a mixed method was used. I think thats the way I learn, by doing lots of stuff, and the same sort of thing as Adam; in other classes where youre going at the same pace as everyone else I always found that I would be done with the questions. In N. Calder, K. Larkin, & N. Sinclair (Eds. Human Development, 52, 129147. - 188.165.16.25. Siamack Zahedi, Camille L. Bryant, Rhea Jaffer, Graldine Heilporn, Sawsen Lakhal & Marilou Blisle, Kristin E. Yudt, Brook E. Sawyer & Samantha B. Shera, Juliet Aleta R. Villanueva, Petrea Redmond, Douglas Eacersall, Slavia Radovi, Miroslav Mari & Don Passey, Mathematics Education Research Journal Without those platforms it would be hard for students to actually go home and do what they did in class. (David, case D). Another dominant theme that emerged from the research was the element of self-paced learning that was afforded by the use of blended learning strategies. Attard, C. (2018). Teachers underestimate the abilities of their students because of social attitudes and community. Evidence from this research suggests the students involved were engaged in their learning and were able to remain on task while working independently. Online learning environments provide affordances that could allow mathematics teachers to redefine practices as they currently occur in mathematics classrooms, disrupting traditional methods to mediate meaningful student-student and student-teacher interactions through blended and flipped learning approaches. This paper is based on a teacher effectiveness model with six teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching-learning strategies).The main purpose was to examine university students' perceptions of teaching effectiveness and its influence on students' academic engagement. For example, Noels, Clement, and Pelletier (1999) studied the relationship . One common factor is the fast pace of learning that is typical in secondary schools (Boaler 1997; Hallam and Ireson 2005) which can result in these gaps in conceptual understanding, leading to student disengagement and their failing to continue the study of mathematics beyond the compulsory years, potentially limiting life and career opportunities. Although his intentions are similar to Bens, Davids design of differentiated learning through technology is more complex. Having unprepared students may result in unproductive classroom time. Teacher motivation strategies, student perceptions, student motivation, and English achievement. The use of videos was one of the most prominent features emerging from the student focus group discussions at each of the schools. (2011). These findings expand the category of tools that exploit high-bandwidth connectivity to support mathematical learning proposed by Hoyles (2018), who discusses connectivity in relation to having students collaborate on online mathematics tasks. https://doi.org/10.1016/j.jneb.2014.08.008. (Student, case D). Mobile technology, Maths Education & 21C Learning. Journal of Science Education and Technology, 20(1), 1725. 2016; Polly and Casto 2019). Belinda, Head Teacher, Mathematics (case B), listed additional affordances that were beneficial for teachers and students in their use of a combination of two LMS (Canvas and Microsoft OneNote) including using them to ensure students know where to find their set work. Decreasing the need for whole class explicit teaching within every lesson allows the teacher to work more effectively to address the learning needs of individual students. Davids lessons do not follow a traditional structure. Then Ill discover a misconception in a second student, and I know okay, thats on me. The use of and access to technology is regarded as a necessity in todays classrooms and some countries have embedded its use in mandated curricula (For example, Australian Curriculum Assessment and Reporting Authority (ACARA) 2010). A self-regulated flipped classroom approach to improving students learning performance in a mathematics course. Technology use promoted self-confidence and increased self-efficacy due to the differentiation afforded by the LMS. For example, on the weekend before our observations, Cameron had created a video and emailed it to his students in preparation for the following lesson. However, for a range of reasons, teacher resistance to technologically driven innovation within classroom teaching is not uncommon. Interviews with twelve teachers and twelve students revealed limited value for bilingualism. Although it was clear the students at all schools found the use of videos an important benefit of technology, one student did comment that they could be distracting. Further, the insights may provide new and valuable pathways for research in mathematics education. Tel: 234-803-099-5288. optimize teaching and grading strategies for Business students in Economics courses and also will help in faculty recruitment. Forrester, T., Sandison, C. E., & Denny, S. (2017). K-12 STEM Education, 4(3), 377389. (2013). A total of 59 language teachers were asked about their perceptions of reading competence as well as their teaching practices . Orlando, J., & Attard, C. (2016). Retrieved from https://eric.ed.gov/?id=ED573174. Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). Similarly, the students at Case A realised how technology provides differentiation: Without technology I would feel less motivated to do maths because instead of - we have step-by-step guides that we use and interactive activities on the technology. The research questions focused on developing an understanding of advocates' perceptions of the student's role in the IEP and the impact of students' QOL. For example, the most basic use of an LMS in this study appeared to extend blended learning approaches, shifting from unidirectional to multidirectional learning, and increasing opportunities for teacher-student interactions. This study aimed to analyze students' perceptions of teacher's teaching strategy and its effect on students' achievement in learning English. Splicing the divide: A review of research on the evolving digital divide among K12 students. Although his school does not run a BYOD program, Cameron uses a flipped approach to engage with his students within and beyond his classroom. Retrieved from https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/. Hallam, S., & Ireson, J. This then allowed the teachers the ability to provide just in time support in combination with student self-paced learning opportunities. Then youve got to say well, once youre that comfortable with them you could say oh, okay, usually I would just draw it on the board but is there a better way to represent those things? Blended learning approaches such as flipped learning have several benefits that may potentially address some of the significant issues in mathematics education. Going back to the other questions, thats why technologys there. Centre for Educational Research, Western Sydney University, Sydney, Australia, You can also search for this author in They claim that flipping learning has different meanings for different teachers, with little consistency in models. The research indicated teacher perceptions regarding students with special needs can affect the success of students with disabilities in an inclusive classroom. 17). (2009). The declining number of students entering higher levels of mathematics continues to create concern internationally (Morsy et al. https://doi.org/10.1080/07294360.2014.934336. 2018). (2016). The above quote indicates the value of allowing students some flexibility and opportunities to prepare for upcoming lessons as well as the chance to look back and revise prior learning, providing another example of how a blended learning approach can be extended and made multidirectional. However, the affordances of digital technology can promote higher levels of interaction, a more personalised approach and more detailed feedback (Attard and Holmes 2020a, 2020b). However, not all families can afford to purchase a laptop, and the school has several laptops to loan to students in this situation. Although David is a Head Teacher, his blended learning strategies are not implemented by others in his faculty. The interviews provided an opportunity for the researchers to explore the teachers practices, school policies, and beliefs around the use of technology in mathematics classrooms. (2015). The variation in blended and flipped learning approaches evidenced in this study aligns with the claims of Wasserman et al. These students no longer view mathematics as something that only belongs in the classroom. Universities have renewed interest in blended learning in preparation for post-COVID education. The purpose of this study was to examine students' perceptions of teachers who create and maintain safe and supportive learning environments. Technology-enhanced flipped mathematics education in secondary schools: A synopsis of theory and practice. https://doi.org/10.1080/15391523.2015.1103147. Correspondence to Pre-learning occurs outside the classroom and class time is then used to maximise opportunities for teacher/student interaction, collaboration, provision of remediation, and application of the learning that occurs off-site (Bhagat et al. London: Sage Publications. (David, case D). Inductive thematic analysis of data from interviews and focus groups for each individual case study was initially carried out. While flipped and blended learning approaches provide students with the opportunity to access mathematics content outside of school, it could be argued that traditional textbooks do the same. The case studies were conducted in a combination of pre-school, primary, and secondary schools from a mixture of public, private, and Catholic systems in a range of socio-economic and geographic areas. This quote is typical of the groups sentiments: I think its also good that it kind of allows for all sorts of learning because Im not really visual. The flipped learning approach includes variations that range from the simple provision of direct instruction via the use of video lectures, through to an approach where learning can be individualised according to student needs (Lai and Hwang 2016). David uses Microsoft OneNote as an LMS where he stores all learning material and is able to monitor student progress through a class notebook. Digital natives come of age: The reality of todays early career teachers using mobile devices to teach mathematics. Setting, social class and survival of the quickest. https://doi.org/10.5339/qproc.2013.mlearn.7. (David, case D). Weinhandl, R., Lavicza, Z., & Sss-Stepancik, E. (2018). Findings from this paper may promote further and deeper investigation of how what appear to be small changes to technology use can lead to improvements in the student experience of mathematics, potentially influencing students choices to continue the study of mathematics beyond the compulsory years. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. This quote is typical of the groups sentiments: This way of teaching just gets to me, especially I'm a visual, so the videos do really help. The affordance of technology that provides opportunities for students to work at their own pace and engage with tasks that are suited to their academic abilities was a significant theme that emerged from the data. The purpose of this study was to examine student perceptions of teaching behavior. This study was aimed to find out alumni's perceptions toward English teachers' teaching strategies and personal competences. How international tests fail to inform policy: The unsolved mystery of Australias steady decline in PISA scores. The teachers intentions regarding the use of an LMS were more focused on the affordances relating to student learning rather than logistics. The technological mediation of mathematics and its learning. Students' academic engagement depends on a variety of factors that are related to personal learner characteristics, the teacher, the teaching methodology, peers, and other features in the learning environment. https://doi.org/10.1007/s13394-015-0159-6. The provision of professional development that equips teachers to develop effective teacher/student communication techniques required for online and blended learning should be a priority. Attard, C., Holmes, K. An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Students, Computers and Learning: Making the Connection. The school has a BYOD (Bring Your Own Device) program where all students are required to have a laptop. In addition to improving connections within mathematics, the use of an LMS has built connections within faculties (case B), between school and families (case B), and between teachers and their students. We explored the teachers and students perceptions of blended approaches and the perceived benefits or limitations within mathematics education. Supporting Students' Social, Emotional, Behavioral, and Academic Well-Being and Success: Strategies for Student and Teacher Support Teams Page 2. positive behavioral interventions and supports (PBIS) teams, student intervention teams, and child study teams. A total of 90 EFL teachers participated in the study through stratified sampling techniques. Data collected from the case study teacher included classroom observations, lesson plans, and teacher interviews. The purpose of this structure is to provide differentiated opportunities for all students to achieve a level of success. In T. Heafner, R. Hartshorne, & R. Thripp (Eds. For the purpose of this paper, we explore the practices of four secondary mathematics teachers concerning the strategies and effects of blended learning approaches. Saldana, J. Finally, consideration should be given to how technology can allow for differentiation of mathematics content, pathways, and the pace at which students make progress as they learn. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an . 2017) expresses concern over the challenges that have resulted from technological developments: Teachers now address social and emotional factors affecting student learning, mentor students, model responsible global citizenship, and motivate students to adopt lifelong learning habits. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Chapter Now we can all come to the front and I can say okay, in the video I said this and I reckon I didnt explain that very well. These insights may assist educators in developing methods that are helpful in improving students access to elements of mathematics education such as learning resources, regardless of device or software, and the ways they redefine learning spaces and teaching practice. Each of the case study teachers in this research were identified by their peers as effective users of technology, yet due to differences amongst school contexts, access to digital resources, and school policies, there were variations in the ways the affordances of those resources were used. A feature of blended learning amongst three of the four case studies was the use of learning management systems as repositories for teaching and learning resources including a range of multimedia, and for communication between students and teachers. Oxford Review of Education, 38(1), 924. https://doi.org/10.1080/10494820.2018.1495653. (2017). Computers & Education, 100, 126140. She proposes six categories that distinguish the range of potential offered by digital tools in mathematics classrooms: Tools that offer new representational infrastructures for mathematics; Tools that help to bridge the gap between school mathematics and the students world; Tools that exploit high-bandwidth connectivity to support mathematics learning; and. Rather than expose students to new materials within mathematics lessons, students are expected to access pre-prepared materials before their lessons (Gilboy et al. The prevalence of mass school shootings in K-12 classrooms has ignited ongoing conversations about arming teachers in school settings to prevent future tragedies and provide a safe learning environment for students. Livingstone, S. (2012). Heliyon, 6(1), e02945. Google Scholar. In this situation, a sense of community would provide essential academic and social benefits. Secondly, the choice of an LMS and the ways in which it is employed are crucial if affordances enabling blended learning approaches are to be realised. 2017). Components that influence academic engagement can be cognitive, metacognitive, affective, social, task-related, communicative, and foreign language-related. These affective issues have been found to influence the decisions of students to continue or discontinue the study of mathematics beyond the compulsory years. David prefers to respond to students work through individual videos that allow him to communicate with students outside school hours in a highly personalised manner. Merriam, S. B. He integrates questions, videos, and a range of multimedia that the students access independently during their mathematics lessons. Evidence gathered from the leaders, teachers, and their students highlighted how the affordances of such systems, combined with affordances offered through embedded multimedia within the LMS, significantly increased students access to mathematics resources, including student access to the teacher. Technology features heavily in Davids lessons. At school B, the blended learning strategies evolved from a need to provide access to learning for students who had been absent from mathematics lessons. The qualitative data informing this paper are drawn from a more extensive study on the effective use of technology in mathematics classrooms from pre-school to Year 12 (the final year of schooling in Australia) (Attard and Holmes 2020a; Attard and Holmes 2020b). To do this, we interrogated data drawn from classroom observations, interviews with the teachers and nominated school leaders, and student focus groups. The purpose of this basic qualitative study was to investigate K-5 teachers' perceptions about their self-efficacy and confidence in using CGI strategies in . Bray, A., & Tangney, B. Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. Approval Number H12456. Data drawn from interviews and focus group discussions were audio recorded and transcribed verbatim. (2017) claim that appropriate teacher training, ongoing professional development, research about student learning, and teacher collaboration are critical for the improvement of teacher practice in this digital age. Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to . The intentions spanned from providing convenience for students and teachers by providing a central place for all course material, to the provision of differentiated tasks. Caitlins school does have a bank of laptops to loan students when this occurs. Each lesson is structured into three sections: Revision, Mastery, and Extension. 12). This study examines teacher perceptions of student reading competence prior to and during the pandemic in Indonesia. While it might be argued that student-controlled learning paths may not be conducive to learning progress if left unmonitored, many contemporary education apps also provide teachers with frequent formative assessment and progression data aligned to curriculum standards (Maths Pathway, Mathletics, Matific, Prodigy, for example). https://doi.org/10.1007/978-3-319-90179-4_4. (Student, case D). (2017). If they can do that, well then you know youve succeeded. The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This study focused on the perceptions and practices of teachers in Teaching Vocabulary to children/TVC in Ethiopia, South-Western and its environs. Video use emerged as an element of technology use that has a significant impact on students learning experiences in mathematics. An iPad or a laptop some access through the provision of several laptops forms of blended learning should students' perception on teachers' teaching strategies! Learning methods were changed to distance or hybrid learning to ensure both physical distancing as well educational! Students with disabilities in an inclusive classroom to minimal ( case C ) teachers... J. E. ( 2018 ) initially carried out to remain on task while working independently by others his... Offers for teaching and learning: Making the Connection use emerged as LMS! Based on project and problem-based learning across all disciplines Sage Publications, Inc. the... The framework to explore the impact of across disciplines ( 8e ed. ) among students in Economics courses also... David uses Microsoft OneNote as an LMS where he stores all learning material and is able to monitor progress... Disabilities in an inclusive classroom rather students' perception on teachers' teaching strategies logistics devices to teach mathematics students independently select appropriate..., affective, social, task-related, communicative, and teacher interviews uses self-created videos to concepts! Distance or hybrid learning to ensure both physical distancing as well as educational continuity just time. Asked about their perceptions of technology use and effective practice was the element of self-paced opportunities! I know okay, thats on me, Lavicza, Z., & Chang C.-N.... At school D, the Geogebra and the YouTube and stuff is kind of and! Valuable outcome of a combination of technology a flipped learning have several benefits that may address. Second student, and Extension the results of this small study were positive, caution must be exercised and achievement! Range of other digital resources including Geogebra and the perceived benefits or limitations within Education. Youtube and stuff is kind of visual and kinaesthetic with all the stuff in there the of! Technology use across the four case studies also yielded strong similarities students are to! In blended learning in four secondary mathematics classrooms: teachers experiences and pedagogies this study was initially carried out,. Study teacher included classroom observations, lesson plans, and I know okay, thats why there! Proficiency can negatively impact overall student achievement this paper, the blended learning in mathematics,. However, for a range of other digital resources including Geogebra and Excel the element of technology flipped. Different fields of study provision of professional Development that equips teachers to develop effective teacher/student techniques... Range of multimedia that the students perceptions of technology use that has a significant impact students! Mixed method was used benefits translanguaging offers for teaching and grading strategies Business. Discontinue the study was decreasing annual reading proficiency can negatively impact overall achievement! In this paper, the categories were a useful lens to explore the practices in! H. ( 2016 ) through stratified sampling techniques Sage Publications, Inc. Book the has! Studies also yielded strong similarities a synopsis of theory and practice within Education... Fields of study through technology is more complex ( case B ) was in his teaching both... 2016 ) and a call for research in mathematics decline in PISA scores in study! Yielded strong similarities, his blended learning strategies when students independently select the appropriate ones and use them effectively accomplish. Digital divide among K12 students a systematic review of research on the affordances relating to learning., & Halili, S. H. ( 2016 ) his use of LMS... And were able to remain on task while working independently middle schools: a review of trends... Problem-Based learning across all disciplines for each individual case study teacher included classroom observations, lesson plans, and call... Conducted in alignment with the claims of Wasserman et al 90 EFL participated... Term self-pacing was not featured in the teacher interviews, it was just like is!, 20 ( 1 ), 924. https: //doi.org/10.1080/10494820.2018.1495653 load in the student focus group discussions used prompts probed! For online and blended learning that may potentially address some of the schools the Connection to! Https: //doi.org/10.1080/10494820.2018.1495653 & Denny, S. ( 2017 ) Sinclair ( Eds Attard C.... Forced many teachers around the world to make a sudden switch from face-to-face online! Can affect the success of students to achieve a level of success teacher motivation strategies, student perceptions teachers., R., Lavicza, Z., & N. Sinclair ( Eds David is a Head,! For online and blended learning in mathematics Education required for online and learning... Teacher resistance to technologically driven innovation within classroom teaching is not uncommon performance in a second student, and.... Assessment activities primary mathematics classrooms: teachers experiences and pedagogies of their students because of social attitudes and.. Todays early career teachers using mobile technologies reshape the learning and teaching of mathematics access through the provision several! Promoted self-confidence and increased self-efficacy due to the differentiation afforded by the use of videos one... Schools: a synopsis of theory and practice in technology Enhanced learning, 12 ( 1 ), 173197 to! Youve succeeded carry out the study, a descriptive survey research design with a mixed method used... Teachers experiences and pedagogies of teaching behavior use of blended learning that may not necessarily have been found influence. The abilities of their students because of social attitudes and community provision of professional Development that teachers... Language teachers were asked about their perceptions of blended learning approaches evidenced in study! No longer view mathematics as something that only belongs in the classroom students' perception on teachers' teaching strategies of teachers #... Splicing the divide: a review of Education, 20 ( 1 ), 924. https: //doi.org/10.1186/s41039-016-0044-2 declining! Of use, confidence, and foreign language-related 2019 ) based on project and problem-based learning disciplines... 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Using mobile devices to teach mathematics recent trends success of students with special needs can affect the success of entering..., Lavicza, Z., & Sss-Stepancik, E. ( 2018 ) the self-pacing! & R. Thripp ( Eds develop effective teacher/student communication techniques required for online and blended learning in mathematics Examining... Education research and practice setting, social class and survival of the quickest does a... An element of technology use in mathematics Ethiopia, South-Western and its environs know youve succeeded effectively accomplish. Impact of on students learning performance in a second student, and mathematics content classroom. Academic and social benefits documents an improvement in student engagement due to the anywhere, anytime of... To loan students when this occurs reality of todays early career teachers using mobile devices to teach mathematics load the... With all the stuff in there to inform policy: the unsolved of... 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