Technology, Knowledge and Learning

Journal Information
ISSN / EISSN : 2211-1662 / 2211-1670
Current Publisher: Springer Science and Business Media LLC (10.1007)
Total articles ≅ 315
Current Coverage
SCOPUS
COMPENDEX
ESCI
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Technology, Knowledge and Learning pp 1-23; doi:10.1007/s10758-021-09490-w

Abstract:
The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
Anita Peti-Stantić , Gordana Keresteš , Vedrana Gnjidić
Technology, Knowledge and Learning pp 1-18; doi:10.1007/s10758-020-09485-z

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Technology, Knowledge and Learning pp 1-21; doi:10.1007/s10758-020-09487-x

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Andrew Tawfik , Jessica Gatewood, Jaclyn J. Gish-Lieberman, Andrew J. Hampton
Technology, Knowledge and Learning pp 1-26; doi:10.1007/s10758-020-09482-2

Sathiya Kumar Renganayagalu , Steven C. Mallam, Salman Nazir
Technology, Knowledge and Learning pp 1-43; doi:10.1007/s10758-020-09489-9

Abstract:
Over the past decade, virtual reality (VR) has re-emerged as a popular technology trend. This is mainly due to the recent investments from technology companies that are improving VR systems while increasing consumer access and interest. Amongst many applications of VR, one area that is particularly promising is for pedagogy. The immersive, experiential learning offered by VR provides new training and learning opportunities driven by the latest versions of affordable, highly immersive and easy to use head mounted display (HMD) systems. VR has been tested as a tool for training across diverse settings with varying levels of success in the past. However, there is a lack of recent review studies that investigates the effectiveness, advantages, limitations, and feasibility of using VR HMDs in training. This review aims to investigate the extent to which VR applications are useful in training, specifically for professional skill and safety training contexts. In this paper, we present the results from a systematic review of the effectiveness of VR-based simulation training from the past 30 years. As a secondary aim, the methodological trends of application and practical challenges of implementing VR in training curriculum were also assessed. The results suggest that there is generally high acceptance amongst trainees for VR-based training regardless of the technology limitations, usability challenges and cybersickness. There is evidence that VR is useful for training cognitive skills, such as spatial memory, learning and remembering procedures and psychomotor skills. VR is also found to be a good alternative where on the job training is either impossible or unsafe to implement. However, many training effectiveness studies reviewed lack experimental robustness due to limited study participants and questionable assessment methods. These results map out the current known strengths and weaknesses of VR HMDs and provide insight into required future research areas as the new era of VR HMD’s evolve.
Andrea L. Beerwinkle , Julie Owens, Alida Hudson
Published: 25 November 2020
Technology, Knowledge and Learning pp 1-28; doi:10.1007/s10758-020-09484-0

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Carolina Cordeiro , Andreia Nunes, São Luís Castro, Teresa Limpo
Published: 21 November 2020
Technology, Knowledge and Learning pp 1-16; doi:10.1007/s10758-020-09486-y

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Sotiria Tzivinikou, Garyfalia Charitaki , Dimitra Kagkara
Published: 16 November 2020
Technology, Knowledge and Learning pp 1-19; doi:10.1007/s10758-020-09483-1

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Giuseppina Rita Jose Mangione , Giuseppina Cannella
Technology, Knowledge and Learning pp 1-21; doi:10.1007/s10758-020-09480-4

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