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Forest education has evolved significantly in recent decades due to global phenomena such as climate change and globalization, which are transforming the skill sets and competencies that should be provided by university-level education on forests. This evolution has placed pressure on educational institutions to adapt and meet these emerging needs. Previous research has identified gaps in the coverage of specific teaching topics within forest education, yet assessing the global state of education has been challenging because of the absence of comparable data. To address this gap, the Global Forest Education Project was initiated in 2020. The project developed a survey aimed at evaluating the state of forest education across all levels worldwide. In this study, we used data from this survey and conducted an analysis focusing on the perceived adequacy of teaching content and the availability of educational resources at the university level. The study revealed global concerns regarding the comprehensive coverage of the various teaching themes. Although there was some variation in coverage across different regions, the trends appeared to be consistent globally. The perceived availability of resources for education varied significantly by region, including factors that likely impede the ability of educational programs to modernize and meet new educational requirements. These findings indicate that there is a need to reevaluate and improve the coverage of many of the teaching themes in forest education. Moreover, it is evident that education providers in certain regions require increased funding to ensure sufficient resources to address these needs efficiently. [ABSTRACT FROM AUTHOR]

With the continuous development of cloud computing and edge computing technologies, the education sector is gradually applying these technologies to enhance the management and utilization efficiency of teaching resources. Therefore, to address the issue of information overload mentioned above, it is necessary to establish a personalized recommendation system based on user needs, preferences, and other information, recommending products, information, and resources that may be of interest to users. This can not only save users search time, but also alleviate the problem of information overload to some extent. On this basis, this article discussed a new content oriented recommendation method: constructing a user interest feature vector resource association matching model, and analyzing it to achieve recommendation of similar resources. The experimental results showed that the MAE (Mean Absolute Error) value of personalized recommendation based on CF (Collaborative Filtering) algorithm was below 0.8, which was smaller than other algorithms, indicating high accuracy of recommendation based on CF algorithm. [ABSTRACT FROM AUTHOR]

The current personalized recommendation methods for teaching resources of university courses suffer from poor recommendation effectiveness due to the absence of user tags. To address this issue, a new personalized recommendation method based on cluster analysis is proposed. The proposed method leverages web crawler technology to obtain user tags, followed by processing the tags to remove meaningless terms, normalize word forms, and perform data processing. The processed tags are used to calculate user interest preferences for each tag cluster generated by clustering. Based on this, a user interest model is built, and user similarity is calculated to determine the recommendation score of each resource. The recommended resources are then ranked according to their recommendation score and presented to the target user. Experimental results demonstrate that the proposed method achieves high accuracy, recall rate, and F1 value for personalized recommendation of teaching resources in colleges and universities. In comparison, the method proposed in this paper has a significantly shorter recommendation time of 10.65 s. Further, the proposed model not only takes less time but also has higher recommendation efficiency when compared with existing personalized recommendation methods. [ABSTRACT FROM AUTHOR]

ABSTRACT In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors’ awareness and use of OERs.

Instructional materials that integrate students' cultures make teaching and learning relevant to students. However, there is a lack of culture-based and research-based teaching resources in mathematics that are deemed pertinent to Kalinga’s full-modular learning and cognizant of the framework for Philippine mathematics teacher education’s principle on realistic mathematics. As such, this study aims to recontextualize the Kalinga tribe’s batek and laga into an Ethnomathematical Teaching Resource (ETR) through the Second Generation of Didactical Engineering (SGDE). Nine elementary teachers and two teacher-trainers participated in the preliminary phase, which was arranged into an ethnomathematical study, first teacher interview, and pretest. These were the basis of the design and a priori assumptions organized into Teaching Strategies (TS), Mathematical Content Knowledge (MCK), and appropriateness test. Subsequently, the realization phase tested the assumptions by administering the ETR, second interview, Communication Index (CI), and post-test. As a result, the a posteriori analysis and validation showed that teacher participants’ exposure to the ETR provided potential TS, improved their MCK, and made appropriate to their level. Consequently, the recontextualization process of the cultures described in the study strengthens the awareness and responsibility of the Kalinga teachers to their cultural community. This also contributes to the preservation of the practices.

Scholars and educators have puzzled for decades about how to provide K-12 teachers with the resources necessary to support and improve teaching. New information and communication technologies have opened up infinitely more possibilities, setting the stage for a renewed discussion about what teaching entails and how best to support it. In this conceptual article, we propose a theoretical framework to understand how on-line resources can support K-12 teaching, and apply this framework to three on-line platforms. Our analysis highlights several design tradeoffs that reflect deeper tensions surrounding teaching and the teaching profession, and that direct our attention to (1) teacher agency, (2) the required expertise and effort, (3) teacher community, (4) and the desired degree of oversight. These tradeoffs imply that designers should go beyond attending to technological tools, and engage also with fundamental questions concerning the nature of teaching and the teaching profession. [ABSTRACT FROM AUTHOR]

Chronic pain (CP) affects over 50 million Americans daily and represents a unique challenge for healthcare professionals due to its complexity. Across all health professions, only a small percentage of the curriculum is devoted to treating patients with CP. Unfortunately, much of the content is delivered passively via lecture without giving students an opportunity to practice the communication skills to effectively treat patients in the clinic. An interprofessional team of health educators identified 5 essential messages that students frequently struggle to convey to patients with CP. Those messages were based on interprofessional and profession-specific competencies to treat patients with CP from the International Association for the Study of Pain. The 5 messages highlighted the importance of (1) therapeutic alliance, (2) consistent interdisciplinary language, (3) patient prognosis, (4) evidence for pain medicine, surgery, and imaging, and (5) early referral to the interprofessional team. For each message, the team summarized relevant research supporting the importance of each individual message that could serve as a foundation for didactic content. The team then developed active learning educational activities that educators could use to have students practice the skills tied to each message. Each learning activity was designed to be delivered in an interprofessional manner. [ABSTRACT FROM AUTHOR]

Forest education has evolved significantly in recent decades due to global phenomena such as climate change and globalization, which are transforming the skill sets and competencies that should be provided by university-level education on forests. This evolution has placed pressure on educational institutions to adapt and meet these emerging needs. Previous research has identified gaps in the coverage of specific teaching topics within forest education, yet assessing the global state of education has been challenging because of the absence of comparable data. To address this gap, the Global Forest Education Project was initiated in 2020. The project developed a survey aimed at evaluating the state of forest education across all levels worldwide. In this study, we used data from this survey and conducted an analysis focusing on the perceived adequacy of teaching content and the availability of educational resources at the university level. The study revealed global concerns regarding the comprehensive coverage of the various teaching themes. Although there was some variation in coverage across different regions, the trends appeared to be consistent globally. The perceived availability of resources for education varied significantly by region, including factors that likely impede the ability of educational programs to modernize and meet new educational requirements. These findings indicate that there is a need to reevaluate and improve the coverage of many of the teaching themes in forest education. Moreover, it is evident that education providers in certain regions require increased funding to ensure sufficient resources to address these needs efficiently.

The Integration of the Civic and Political elements into the Construction of the algorithmic course is intended to guide students to learn to use the Marxist position, viewpoints, and methods to identify the research direction of the discipline, master scientific thinking, and further strengthen the learning of the algorithmic course. This paper analyzes the teaching objectives of the algorithmic course on Civics and Politics, corresponds the Civics elements with the teaching content of the algorithmic course, and establishes a fusion matrix associated with the teaching content and the Civics content. The optimization of the Construction of the algorithm course’s civic and political objectives, content, course structure, teaching methods, and means are carried out respectively. Construct a closed-loop teaching system for online and offline algorithm courses on ideology and politics, following the OBE concept. Improve the particle swarm optimization algorithm, propose a swarm intelligent resource scheduling algorithm to optimize online algorithm teaching resource management, and analyze the recognition of online quality teaching resources. Analyze the achievement changes before and after teaching the algorithmic civics course using the independent sample T-value test method. The post-test data of the five dimensions of national sentiment, scientific spirit, professionalism, personal development, and Civic and political attitude of the students in the experimental class show P

This paper begins with the innovation of English teaching in colleges and universities during the Internet era. It then presents innovative application strategies, exemplified by the online learning platform and online teaching quality evaluation. Finally, it conducts empirical research on the reversal effect of English teaching in colleges and universities during the Internet era, using application analysis. Text information extraction is accomplished by mutual information technology; teaching resource transmission and scheduling are realized by the Markov chain; collaborative filtering of teaching resources is carried out; and an online learning platform is constructed. Create an online assessment ensemble for teaching quality, set assessment constraints for optimization, generate an affiliation function for English teaching quality assessment and construct an algorithm for English teaching quality online assessment. Conduct teaching practice at the University of Rochester to empirically demonstrate the effects of counterbalancing on English teaching in colleges and universities. After the practice, the speaking, reading, and writing test scores of the subject students increased by 2, 2.41, and 1.46, respectively, compared to their pre-practice scores, and their learning anxiety decreased. During the practice period, English class attendance was stable at more than 90% since the 5th week, and the dimensions of English learning ability were higher than 3.5. The subject students also had high satisfaction attitudes toward the overall quality of English teaching.

This paper focuses on the development and construction of language teaching in higher vocational colleges and universities under the perspective of deep learning, proposes the use of multimedia courseware to update the course content, interactive teaching to optimize knowledge transfer and skills training, and the creation of an interactive training environment for the Russian language. Analyze the language learning environment of higher vocational colleges under deep learning, clarify the direction of Russian language teaching, use wavelet transform algorithm to compress and process Russian language teaching resources, and enrich the teaching construction. Classify language classroom teaching interaction behaviors, clarify the criteria for judging teaching interaction behaviors, put forward connection timing classification technology under deep learning, and construct classroom interaction behavior recognition based on speech recognition. Combining video samples to analyze the classroom interactive behaviors of Russian language teaching, analyzing the use of Russian digital teaching resources, and evaluating the advantages of the reform of the Russian Audiovisual Speaking course in the light of students’ satisfaction with the reform of the course. In the interactive Russian language classroom teaching, the proportion of teacher’s and student’s speech is 24.24% and 30.205%, respectively. The proportion of open-ended questions and closed questions is 4.68% and 3.67%, respectively, and 83.62% of the students are satisfied with the classroom teaching of Russian Audiovisual and Speaking, so it can be seen that the construction and reform of the Russian language course forms a classroom that takes the students as the main body and the teacher as the auxiliary teaching This shows that the construction and reform of the Russian language course forms a classroom with students as the main body and teachers as the auxiliary teaching, which is in line with the needs of Russian language teaching.

In recent years, with the rapid development of the Internet and education informatization, online teaching has become a popular education mode in the information age, providing learners with very rich teaching resources. In this paper, we construct a personalized system and co-recommendation technology for English teaching resources, and we improve the traditional co-recommendation algorithm and propose hybrid recommendations. The performance of the system is evaluated experimentally to compare the effectiveness of the performance of the four systems. The improved recommendation algorithm is superior to the other three recommendation algorithms in each dataset in the system. The average grade mean of the experimental class assisted by the hybrid recommendation system in teaching English in colleges and universities in the latter two experiments is 27.54, which is higher than that of the comparison class of 25.33, and the T-value is 1.81>1.645. The improved personalized recommender system has good validity and stability in both performance and practical application.

The transformative development of international Chinese language education has entered a new period, showing emerging development trends such as diversification, marketization, and digitalization. This study creates a unified classification system that links Chinese and English knowledge and complements each other based on the cross-language knowledge mapping of Chinese cultural knowledge. Additionally, a knowledge base for sharing cultural knowledge between Chinese and English is being constructed to provide strong support for information retrieval and machine translation. The data information is stored in plain text format for ontology and knowledge to make it easier to use and process teaching resources. The results show that in the teaching feedback, the average scores are all over 3, indicating that the teaching effect of the resource is positive overall, and the standard deviation values range from 0.1560 to 0.9812, indicating significant differences between different individuals. The above findings can be a valuable resource for constructing and implementing international Chinese language education network resources.

Facing the intricate challenges of English instruction in higher vocational colleges, this research innovatively employs online resources to elevate educational quality and learner efficiency. It critiques the ineffectiveness of “one-size-fits-all” educational models and proposes a cutting-edge personalized recommendation system. This system adeptly curates learning materials to align with individual students’ learning patterns and competencies. By pioneering the TDINA and CUPMF models, and synergizing them with convolutional neural network (CNN) technology, our study dives deep into the educational content, ensuring precise resource recommendations. The system’s prowess was demonstrated through the successful recommendation of 815 resources, identifying strengths in electronic wall charts and courseware, alongside areas for enhancement in microclass scripts and recordings. A specialized experiment in personalized exercise recommendations further underscored the system’s efficacy, accurately tailoring the exercise level and difficulty to students’ learning capacities. Significantly, the CUPMF model emerged as a robust tool in refining the accuracy of these personalized recommendations, heralding a new era of bespoke educational experiences for students.

This study explores the innovative path of ideological and political education in colleges and universities under the perspective of cultural self-confidence, and enhances the cultural self-confidence of college students, which is of great significance in improving the quality of national education and promoting national rejuvenation. The digital empowerment of teaching resources and efficient management algorithms significantly improve the efficiency of resource acquisition and application. The average score of teachers in accessing the resources of the Civics and Political Science course increased to 0.7182, indicating the effect of optimization of teaching resources. Meanwhile, the teacher team was optimized through rotation and exchange and professional training, and the proportion of teacher exchange and rotation increased to 18.22% in 2023, reflecting the rationalization of the teacher team structure. Students’ attitudes toward Civics and Politics reading differ significantly among different grades, with the best performance of juniors, with an average score of 4.53. In addition, creating a cultural atmosphere promotes students’ cultural self-confidence by increasing cooperation with all sectors of the society and building an influential “trinity” community of responsibility. The innovative strategy of Civic and Political Education in the perspective of cultural self-confidence has achieved remarkable results in improving the quality of education, optimizing the teaching staff’s structure and enhancing students’ cultural self-confidence.

With the rapid development of computer communication technology, virtual reality technology is getting more and more attention. The application of virtual reality technology allows participants to enter the virtual environment and can interact with people or objects in the virtual environment, from the process to producing real feelings, the current reform of university teaching has promoted the continuous improvement of many universities in the teaching process, the application of virtual reality technology to support film and television animation teaching activities is one of the ways. This paper combines the actual situation of the application of virtual equipment in the animation teaching resource library, and elaborates on the shortcomings of the traditional animation teaching mode and the application effect of modern virtual reality technology equipment in the animation teaching resource library, aiming to provide an effective reference for film and television animation teaching, to effectively improve the talent cultivation mode of colleges and universities and significantly improve the teaching quality in both teaching and learning.

A subsumption classification method is proposed to improve the classification accuracy of teaching resources in the music curriculum through a double reduction policy. Subject words are selected from high-similarity and high-frequency word sets, and a subject word tree is constructed using an automatic tree construction method based on a probabilistic latent semantic analysis algorithm. To complete the subsumption classification of teaching resources, an improved multi-graph kernel convolutional network is employed to group tree leaf nodes. According to the classification evaluation results, the recall, accuracy, and F1 values are 90%, 96.48%, and 88.81%, respectively, and the macro F1 value is as high as 81.59%. It can be seen that the method can effectively classify the teaching resources of music courses with the best effect of subsumption classification, which helps to improve the appropriateness and adequacy of teaching resources utilization.

With the rapid development of network technology, online sharing of teaching resources has gained widespread attention in the educational field. This sharing not only provides educators and learners with rich learning resources but also opens up new channels for knowledge innovation and dissemination. However, it remains a major challenge to efficiently manage, allocate, and evaluate these resources. Existing research methods often rely too heavily on traditional knowledge management theories and overlook the characteristics of online environments. This research aimed to study and propose a new online sharing mechanism for teaching resources from the perspective of knowledge management. This study provided a new theoretical framework and practical strategy for online sharing of teaching resources by completing the knowledge management system based on the TransCat model, introducing the online sharing algorithm of Double Deep Q-Network (DDQN), and using the resource effectiveness evaluation considering knowledge potential differences. [ABSTRACT FROM AUTHOR]

Established in 2005, the LearnHigher platform provides high quality, peer-evaluated resources which support students’ learning development. It was developed through a collaborative network of 16 institutions and is overseen by a working group who support and encourage the submission of resources. Following a summary of the past year and a demonstration of the submission process, the audience had the opportunity to reflect on LearnHigher and help shape its future. The authors aimed to hear about how LearnHigher had informed teaching and learning. This was a chance for the community to share experiences of using and submitting resources, and to consider ways to increase impact on professional development and practice. The session culminated in an open forum of discussion regarding future directions, enabling the community to shape how LearnHigher moves forward in 23-24 and beyond.

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. Studies have shown the great importance of early mathematical development as a predictor of subsequent success, which poses the question of how to organize preschool mathematical education with a view to the children’s age characteristics, including their cognitive development. In other words, mathematical concepts and actions should be formed with the help of teaching resources appropriate to the child’s development. Objective. To determine the effectiveness of three teaching resources (examples, models, and symbols) in formation of the concept of magnitude in older preschoolers (ages 6–7) with different levels of executive function. Design. Four training programs (with 15 twenty-minute lessons each) were developed and conducted in a formative experiment for older preschoolers with different levels of development of executive functions. The lessons addressed the concept of magnitude (length, area, volume), using different types of teaching resources: exemplars (in traditional and game variants), models, and symbols. The total sample of 116 subjects (44% boys) was divided into 4 groups for each of the programs, plus a control group in which no sessions were conducted. The groups were equalized according to the initial level of development of concepts of magnitude and the level of development of executive functions. Results. There was a statistically significant increase in the quality of mastery of the concept of magnitude in three experimental groups (“symbolic,” “traditional,” and “traditional with game elements”) compared with the control group. The formative effect of the “model-building” program showed no significant differences from the effect of the child’s natural development (the control group). We also showed that children with a low level of regulation learned mathematical concepts more effectively with the “symbolic” program; children with a medium level of regulation with the “symbolic” and any variant of the “traditional” program; and children with a high level of regulation with the “symbolic” and “model-building” programs. Conclusion. The findings underline the importance of both the type of teaching resources used and the level of development of voluntary regulation, when teaching mathematics to preschoolers.

This study aims to determine the relevance of Podcasts in the Hidayatullah TV Youtube Chanel as a source of teaching, learning resources and as a preparation for converts to converts. The research used is qualitative with primary sources in the form of 3 (three) Video Podcasts on Chanel Hidayatullah TV, namely (1) Video with the title "The Blind Genius Child of a Hindu Figure Finally Converts to Islam, (2) Video with the Title Lamongan! Her husband is a fanatical Christian, prays because his wife is not tired of praying, and (3) a pastor in Ponorogo, his family converted to Islam”. Secondary sources are in the form of scientific journals, books, Youtube videos, articles, and online news. From the results of the study, it was found that the Hidayatullah Tv Youtube Podcast could be a teaching resource, a learning resource and as a preparation for converts to converts before appearing in the podcast.

INTRODUCTION: With the development of the epidemic, online teaching has gradually become a hot topic. However, unlike traditional teaching programs, there are many types of physical education resources, and the recommendation of related content has always been a difficulty in online teaching. OBJECTIVES: Therefore, this paper designs an accurate recommendation algorithm for online video teaching resources of sports to meet the personalized needs of online learning of sports majors. The data layer of the entire recommendation algorithm stores the video in the database and transmits it to the service processing layer after receiving the data. METHODS: This study was conducted using techniques from social network analysis. After receiving the data, the data layer of the recommendation algorithm stores the video in the database and transmits it to the business processing layer at the same time. The business processing layer uses the designed collaborative filtering resource recommendation algorithm to formulate recommendation results for different users, and push the recommended results to the user display interface of the user layer. RESULTS: The test results of the algorithm show that the designed system has a high recommendation success rate, and the system can still maintain stable running performance when the concurrent users are 500. The average precision of resource recommendation of this method is 98.21%, the average recall rate is 98.35%, and the average F1 value is 95.37%. CONCLUSION: The proposed resource recommendation algorithm realizes accurate recommendation of sports online video teaching resources through efficient recommendation algorithms. [ABSTRACT FROM AUTHOR]

In order to improve the effect of intelligent processing of physical education resources, this paper combines genetic algorithms and unsupervised learning methods to study the processing of physical education videos and images, which approximately maintains the neighbor structure relationship of the original sample data and reduces the loss of sample local information. Moreover, this paper constructs a graph model structure between the comprehensive compressed data and the input data. In order to reduce the complexity of the solution method of the graph model and reduce the impact of the method of decomposing the spectrogram into the characteristic function on the hash algorithm, this paper designs an intelligent physical education resource processing method based on genetic algorithms and unsupervised learning methods and constructs system functional modules. Finally, this paper designs experiments to verify the performance of the method proposed in this paper. Through comparative analysis of experiments, it can be known that the method proposed in this paper has good results. [ABSTRACT FROM AUTHOR]

The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts. [ABSTRACT FROM AUTHOR]

Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At first, the virtual modality was chosen in its entirety, and then it went to a hybrid modality; however, the teachers were not trained; students had problems with connectivity and access to technological resources, which led more than 35% of them to drop out of their studies. Therefore, the purpose of the study is to know the perception of students about the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle, considering 19 integrated questions in 4 dimensions using the Likert scale with ordinal data: didactic strategy, didactic resources, evaluation and tutoring system – all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension, with an average of 4.51, specifically in the planning of the study program; however, the lowest average is found in the tutoring dimension, with an average of 3.22, which corresponds to participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the didactic strategy in the hybrid modality has been satisfactorily approved by the students. However, tutoring must be strengthened through academic counseling, so that the beneficiaries of this research are students, teachers and parents. [ABSTRACT FROM AUTHOR]

Effective teachers are those who achieved the aims and objective of education at large. It is in view of this that this paper examined influence of teaching resources on physical education teachers effectiveness in Kwara state, Nigeria. The objectives of the study were (i) determine the influence of use of instructional materials on teachers effectiveness in physical educationn (ii) assess the influence of curriculum on teachers effectiveness in physical educatin. The population was 250 teachers, while a sample of 150 respondents were used for the study. Two hypotheses were postulated and tested for the study. Questionnaire was used to collect data from the respondents and chi-square (x2) statistical tool was used to analyze the data. The findings revealed that use of instructional materials and curriculum are fundamental to teachers effectiveness in teaching physical education in schools. Sequel to the findings of the study, it was concluded that government should organized seminars and workshop for teachers in form of training and re-training programme so as to enhance their effectiveness in teaching and learning of physical education.

Os métodos tradicionais de ensino perdem protagonismo à medida que novas tecnologias surgem como auxiliadoras do processo de aprendizado. Garantir novas dinâmicas em sala e ampliar o ambiente de aprendizado para além das salas de aula é, de fato, um aditivo tentador para os alunos que se desenvolvem numa era de ascensão tecnológica. A aprendizagem móvel ou M-learning entra, então, como a maneira mais acessível e popular de se oferecer dinâmicas educacionais aos alunos, incluindo aos que possuem algum tipo de deficiência. Unindo o ensino colaborativo, que permite aos alunos trabalharem em grupo e de forma interativa entre si, e as facilidades provindas da tecnologia, o objetivo do trabalho é apresentar uma revisão sistemática da literatura apontando o impacto de tecnologias móveis colaborativas para o ensino de pessoas com deficiência visual. Seguindo o método de revisão sistemática de Kitchenham, 592 artigos em língua portuguesa e inglesa foram analisados, sendo 10 selecionados para responder às questões de pesquisa. Os resultados desta pesquisa revelam que o uso das tecnologias móveis é eficiente e mais acessível, impactando positivamente a aprendizagem de alunos com deficiência visual, mas ainda apresenta problemas e desafios latentes. Esta revisão sistemática fornece à comunidade acadêmica uma síntese atual da pesquisa e desenvolvimento sobre o tema, entre 2015 e 2020, em diversos ambientes de ensino, quanto ao nível e contexto educacional, características, receptividade e desafios, sempre respaldando-se de evidências empíricas. /// Traditional teaching methods lose prominence as new technologies emerge as aids in the learning process. Ensuring new classroom dynamics and expanding the learning environment beyond the classroom is, in fact, a tempting additive for students who are developing in an era of technological ascension. Mobile learning or M-learning is, therefore, the most accessible and popular way to offer educational dynamics to students, including those with some type of disability. Bringing together collaborative teaching, which allows students to work in groups and interactively with each other, and the facilities provided by technology, the objective of the work is to present a systematic literature review pointing out the impact of collaborative mobile technologies for teaching people with Visual impairment. Following Kitchenham's systematic review method, 592 articles in Portuguese and English were analyzed, 10 of which were selected to answer the research questions. The results of this research reveal that the use of mobile technologies is efficient and more accessible, positively impacting the learning of students with visual impairments, but still presents latent problems and challenges. This systematic review provides the academic community with a current synthesis of research and development on the subject, between 2015 and 2020, in different teaching environments regarding the educational level and context, characteristics, receptivity and challenges, always backed up by empirical evidence.

TeachersPayTeachers.com (TpT) is the largest online teacher resource exchange, boasting over 3 million materials and over 1 billion downloads of those materials and not enough is known about the kinds of materials teachers access through TpT. We used web-scraping, cluster analysis, and natural language processing to break down the pre-pandemic TpT marketplace of over 500,000 resources along dimensions of grade level, content focus, resource type, cost, authorship, and ratings. We also relate the features we observe to the number of ratings received, offering a glimpse into the factors that may predict teachers’ use of these materials. We draw three main conclusions from this work: First, TpT predominantly serves elementary school grades; second, Common Core standards, while present, are not a focal point of most content; and third, close to 70% of material is characterized as being a “printable” or an “activity,” which suggest direct pedagogical values. We discuss the implications of this work and suggest that TpT suffers from pitfalls associated with being a market-based platform that is not bound by the need to adhere to sound learning theory or best pedagogical practices.

The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers' perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers' perceptions, attitudes, self-awareness, and preparation toward CLD students' cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLD-related training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones. [ABSTRACT FROM AUTHOR]

In order to improve the safety of college physical education resources recommendation and reduce the test overlap rate and resource exposure rate, a personalized recommendation method of college P.E. teaching resources based on cognitive diagnosis model is proposed. A cognitive diagnosis model based on multi-level attribute score is designed to model students' resource mastery level according to existing answers and the relevance of knowledge points. The knowledge mastery attribute model of the tested students is used for probability matrix decomposition to predict the students' answers, and make corresponding resource recommendations according to the score prediction and resource difficulty. Experiments show that resource exposure value of the method in this paper is lower than 1, and its security is high. Regarding the experiment of overlapping indicators, the value of the test overlap rate of the method in this paper is always lower than 0.01, and the recommended resources are more accurate. The F1 value of the method in this paper is up to 0.98, and the deviation of resource recommendation is small. And the real-time performance is high after the method is applied, and the phenomenon of cold start will not occur. [ABSTRACT FROM AUTHOR]

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Purpose The prime purpose of current research is to investigate the mediating role of inclusive leadership between teaching policy, teaching resources, and innovative teaching behavior. Design / methodology / approach This research has collected data on a Likert scale questionnaire and the structural equation modeling technique is applied in data analysis. The population of this research are teachers in Peru. Findings The findings of this research highlighted that the mediating role of inclusive leadership is significant between teaching policy, teaching resources, and innovative teaching behavior. Furthermore, the research highlighted that the direct impact of teaching policy, teaching resources, and inclusive leadership are significant in innovative teaching behavior. Research limitations/implications This research has theoretical implications as it has enhanced the model of innovative teaching with mediating role of inclusive leadership. Furthermore, the practical implications of this research can improve teaching behavior innovatively by adopting new policies for teaching and utilizing appropriate resources for it. Originality/value This research is designed on the original idea to improve the model of innovative teaching behavior with inclusive leadership to provide remarkable implications in the knowledge and practice. [ABSTRACT FROM AUTHOR]

This article examines a number of teaching resources produced by the Jubilee Centre for Character and Virtues, the leading centre for character education in the UK, in the light of the claim advanced by Kristján Kristjánsson, the centre's deputy director, that various criticisms of character education are best regarded as 'myths'. The analysis provided in this article highlights significant shortcomings with these teaching resources, suggesting that far from being mythical, concerns about character and virtue being unclear, redundant, old fashioned, essentially religious, paternalistic, anti-democratic, anti–intellectual, conservative, individualistic, and relative, would seem, at least in the resources produced by the centre at which Kristjánsson works, to be very well-founded. [ABSTRACT FROM AUTHOR]

We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers' pursuits of the outlined challenges. [ABSTRACT FROM AUTHOR]

Literature-in-English is a major school subject that equips students with language and other soft skills needed for entry into the workforce. For students to acquire the skills, effective teaching, which is dependent on the availability of basic teaching-learning resources, is essential. Education is underfunded in Nigeria. This affects the quality of teaching and impedes learning. The rate at which students fail Literature-in-English, which is getting worse each year, indicates that there is a problem in the teaching-learning process. Using a mixed-method research design, this study investigated the problems of teaching Literature-in-English in 51 public senior secondary school in Ibadan metropolis, Oyo State. Random and purposive sampling techniques were used to select three local government areas (LGAs), 20 teachers, and 7,090 students. Data were gathered through Availability of Literature Teachers Checklist (ALTC), Interview Guide for Literature-in-English Teachers (IGLT) and Students' Text Possession Checklist (STPC). The result shows that teachers are faced with many challenges that prevent them from delivering quality instruction. These include poor learning environment, acute shortage of textbooks, low language proficiency, misconceptions about the value of literature, heavy workload, and lack of parental support. Some schools do not have literature teachers. The biggest obstacle, however, is lack of textbooks. The situation is critical and points to a crisis of teaching and learning in Literature-in-English classrooms. Urgent interventions are needed if the objectives of this school subject are to be achieved. Some recommendations are made. [ABSTRACT FROM AUTHOR]

The emotional lives of teaching at the universities have remained under research. This study used a qualitative approach to investigate the emotional lives of lecturers teaching at two selected universities. This study sought to identify, understand and interpret the emotional lives of teaching with interpretive phenomenology research design. In purposefully selected two universities, 12 lecturers participated in the study. Semi-structured individual interviews were employed, the data generated were interpreted, the emerged themes were: work condition, resources and accreditation panel, trade union and government disagreement, and experienced emotions and effects on participants. A further interpretation of the emerged themes revealed that the emotional lives of the participants are dependent on teaching resources, academic war and convenient behaviour. The dependence is thereby suggestive that change in the management of teaching resources, academic war and behaviour of lecturers could positively influence the nature of their emotional lives. The paper used two universities, which lays the foundation for subsequent studies because this is the first study to examine the emotional lives of teaching in Nigerian universities. The study made recommendations for further studies and drew implications for policy and practice. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the different meanings that the constituent elements of lesson planning have assumed in the works of Science Education and proposes, from a critical approach, the delimitation of its essential constituent elements, as well as their definitions. To this end, a systematic literature review was performed, involving the analysis of 403 papers from: Science Education journals in strata A1 and A2; Proceedings of Teaching and Education meetings; and theses and dissertations from the CAPES catalog. Studies were selected from 2012 to 2016. An absence of terminological equivalence was found for the terms strategy, methodology, method, technique, and resource. In addition, most of the papers use these terms unlinked from their definitions and any theoretical frameworks. Subsequently, theoretically grounded definitions were proposed for each of the terms in the context of lesson planning. It is argued that the methodological approach guides the teaching and learning process and consists of an essential element of lesson planning, which involves explaining the background conceptions about teaching and learning, the nature of science, and the social role of school education. Therefore, planning a lesson needs to be an explicit and conscious act of the teacher, in which he becomes aware of the methodological approach to be adopted. This approach will guide the requirement for the delimitation of learning objectives, the selection and arrangement of instructional and assessment strategies, as well as the teaching resources and instructional materials.

本研究以12名中學國語文教師為研究對象，就教師認知、教學資源與教學實踐三個面向，進行結構化深度訪談，將所得資料轉譯為口語報告，再進行編碼與歸類分析。期透過教育理想與教育現場兩方對話，對語文教育政策之落實現況更深入理解，並據此提出國語文教育的政策建議。本研究結果顯示：一、教師最關注教師專業，具備高省思與評鑑能力，期待專業成長，盼望將所學轉化運用於課室。不過，教育單位提供的精進課程未能符合需求，在進行時也欠缺適當配套措施，且未能有足夠時間讓教師轉化所學，影響落實的成效。二、國語文課綱揭示的素養有關概念已內化為教師認知，但高層次概念較少被提及。三、各校硬體資源分配不平均，教學運用上仍可再精進。教學文本趨精美多元，但選文未符整體性、脈絡化與多元化，且教師對教材有較大依賴性，少數自編教材亦較少納入核心素養。四、現場教學活動多元，趨向學習者中心。但學生能力、評量與家長期待等因素，影響新式教學的落實。綜上，本研究對國語文教育建議如下：一、植基於教師專業知能與專業成長期待，規劃精進課程，提供課務協助有關配套措施，並培養轉化能力。二、將教師教學想像與更高層次的課綱目標連結，以有效落實課綱精神。三、善用教師的專業與教學經驗，改善教科書選文，同時鼓勵教師教材編撰，使其更系統、多元，符合學生經驗與課綱精神。四、將課綱揭示的高層次能力與評量結合，使教學朝向政策目標，同時增加素養教學意義之社會宣導，以協助教師更順利達成素養教學的目標。 Structured in-depth interviews were conducted with 12 junior-high school Mandarin teachers to explore their opinions regarding three dimensions of Mandarin Education Policy － teacher acknowledgment, resources, and practices. The obtained data were first transcribed into verbal protocol, and classification and analysis were subsequently conducted according to a coding schema. Through discussion of the concepts and situation of Mandarin education, in-depth insight was obtained about the policy’s implementation. Based on the obtained insights, recommendations are proposed for the future Mandarin Education Policy. The study results revealed the following: First, teachers were most concerned about their professional development, demonstrating their strong abilities of reflection and evaluation, anticipation of professional growth, and goal of translating theory into practice. However, according to teachers, the in-service training provided by existing educational institutes is unsatisfactory, involves inadequate follow-up evaluations, and provides insufficient time for practice. These factors influence the policy’s effectiveness. Second, the concepts related to literacy presented in the Mandarin curricula were internalized within teachers’ schema, but high-level literacy concepts were rarely mentioned in their reports. Third, the distribution of hardware among schools was reported to be unequal and thus can be improved. Teachers reported that the curriculum textbooks are refined and diverse but fail to form a systematic framework. Finally, teachers claimed that teaching activities are diverse and oriented toward a learner-centered teaching method. However, differences in the abilities of students, assessments, expectations of parents influence their teaching. Based on the above observations, suggestions are presented for framing future policies pertaining to Mandarin education: First, in-service training courses should be based on the professional knowledge and growth expectations of teachers. Moreover, a habit of implementing theory into practical scenarios should be cultivated. Second, teachers should be encouraged to be more creative and undertake courses more closely related to the high level objectives of the curricula. Third, the Mandarin literature expertise and teaching experience of teachers should be utilized to improve textbook selection and compiling. Thus, the texts could be more relevant, diverse, and appropriate for students’ experiences. Finally, the high-level literacy abilities that are aims of the curricula should be incorporated into teaching materials and assessment, and promoted among parents to gain more support.

In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs., Competing Interests: The authors declare no conflict of interest.

In the last few decades, different teaching methodologies have been proposed to promote more active learning of students. However, it is still essential to understand the practical implications of the theoretical concepts incorporating additional methodologies, for example, problem‐based learning. This methodology could include practises focused on students' programming or on using appropriate software tools. For more meaningful learning, the use of a graphic tool instead of programming provides more insight into those concepts throughout a simple and practical resource. Taking this into account, a software tool has been developed in addition to theoretical sessions in the context of a subject of the Degree in Computer Science, where the learning objectives are related to the representation and compression of multimedia content. In addition, this tool allows to configure useful exercises for these practical sessions, such that students can experiment and analyse the results from a visual perspective. The results of the surveys show a high degree of satisfaction of students, who highlight that the tool has helped them to better understand the curriculum content. In addition, there are signs of improvement in the academic results corresponding to the evaluation of performance with such software. [ABSTRACT FROM AUTHOR]

APK was launched in 1991. It is now 30 years old and it continues to produce and to disseminate pedagogical resources and to bring academics and professionals together. Every 4 years, seminars are proposed to examine how to adapt the different curricula to be as close as possible to professional requirements. Alternately, a workshop is organized to focus on a specific problem related to the advantages of steel in construction. Three times a year, a consistent journal which contains useful tools to improve lectures is circulated. This paper describes how it has been possible for APK to maintain its activities and to remain as attractive as it was at the beginning. It emphasizes its main results, on the one hand for the academic world and, on the other hand, for the steel construction professionals. It clarifies the French system of education. It is a reminder of the European programs which have been disseminated. It describes some specific tools provided to the academics. It highlights proposals to attract students and make them interested in steel construction. It suggests different ways of promoting education to steel and provides some ideas to remain attractive in the future. [ABSTRACT FROM AUTHOR]

This study determined the effects of instructional materials on students' academic achievement in Fishery in senior secondary schools. The study used a quasi-comparative-experimental research design. The study was carried in Enugu State, Nigeria, precisely in Nsukka Education Zone. The population of the study was 5726, which comprised all the SS II students in senior secondary school offering Fishery in Enugu State. The sample size for this study was 161 SS II Fishery students in 4 intact classes drawn from rural and urban senior secondary schools. An instrument titled "Fishery Achievement Test (FAT)" was used for data collection. The instrument was subjected to face and content validation by three experts. The instrument was trial tested on 50 SS II students in coeducational secondary school (intact class). Kuder-Richardson formula (K-R21) was used to determine reliability of the test which gave a coefficient of 0.81. Data collected was analyzed using mean to answer the research questions while Analysis of Covariance (ANCOVA) to test the null hypotheses at .05 level of significance. It was found that instructional materials had an increasing effect on student's achievement in Fishery in secondary schools, instructional materials has more increasing effect on female than male students' achievement in Fishery in secondary schools and instructional materials has more increasing effect on urban than rural senior secondary schools students' achievement in Fishery. It was therefore recommended among others that teachers should always make use of instructional materials in Fishery during classroom instructions to enhance the students' achievement in Fishery. [ABSTRACT FROM AUTHOR]

Accounting as a subject is plagued by persistent changes due to shifts in the discipline of Accounting originating from the developments in the profession. This study focuses on Accounting teachers’ experiences of teaching the subject during the time of curriculum change. It adopts an interpretive qualitative case study design to get a thorough understanding of Accounting teachers’ experiences. Data was obtained through reflective journals and semi-structured interviews from five purposively selected Accounting teachers. What came out from the findings is that Accounting teachers often struggle to teach new content as learners lacked adequate background knowledge needed to learn Accounting in succeeding grades. The unique language of the subject, shortage of textbooks and insufficient assessment activities in the textbooks constrained the teaching of Accounting. In addition, school management and Accounting specialists were found wanting in terms of the support offered to teachers as well as and providing regular advisory services to them because of insufficient knowledge of the subject and inadequate supervision skills. The study recommended that heads of departments should be fully trained on curriculum changes in their subjects to be able to provide guidance and supervise teachers under their leadership. On-going support should be provided by subject advisors in schools to assist teachers with challenging topics and teaching strategies.

In September 2014 the new National Curriculum programmes of study for Computing became mandatory in England, replacing Information and Communications Technology (ICT) as a school subject and introducing Computer Science into schools. This posed a challenge for in-service ICT teachers without sufficient Computer Science subject knowledge: teachers needed to develop both subject and pedagogical knowledge to make the transition from teaching ICT to teaching Computing. A multiple case study undertaken during doctoral research explored teachers’ responses in practical and pedagogical terms to planning for the new programmes of study. Nine pre-2014-trained teachers participated. The study used semi-structured interviewing while teachers engaged in lesson-planning activities, captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used materials and online communities of practice to develop crowd-sourced curricula. Este estudio explora cómo los profesores de Tecnologías de la Información y la Comunicación (TIC) fueron capaces de enseñar los nuevos elementos de los programas de estudio ante el cambio importante en el Currículo Nacional de Inglaterra. En la investigación se optó por una metodología de estudio de casos múltiples en el que participaron nueve profesores experimentados, utilizando el análisis de contenido para explorar los datos documentales y audiovisuales de las sesiones de planificación de las clases, capturadas en su mayoría a través de videollamadas y del uso compartido del escritorio. El proceso captó las diversas formas en que los profesores localizaron, modificaron y reutilizaron materiales digitales y accedieron a comunidades de práctica en línea para desarrollar el curriculum de forma participativa. Los resultados revelan que trabajar en la competencia digital de los profesores relacionándola con su necesidad de asimilar conceptos desconocidos, pero necesarios, en el proceso de razonamiento pedagógico les facilitó el desarrollo de un conocimiento suficiente de la materia y del conocimiento didáctico del contenido (CDC/PCK). La falta de ese tipo de conocimientos influye dificultando el proceso de planificación de las clases, pero la estrategia de localización y el uso de los recursos compartidos les ayudaron a desarrollar el CPC. Las competencias digitales de los profesores para la búsqueda de recursos didácticos adecuados en sus comunidades de práctica permitieron el desarrollo de la pedagogía en colaboración.

To realize education informatization, it is highly necessary to recommend teaching resources to students that can enhance their learning interest and improve teaching quality. This paper develops a personalized matching system for management teaching resources based on collaborative filtering (CF) algorithm. Firstly, the authors set up a user interest model, designed the flow and algorithm for personalized matching, and improved the similarity calculation method. Next, a personalized recommendation algorithm was developed based on the CF, and a personalized matching engine was constructed with the aid of Apache Mahout. The experimental results show that the proposed CF algorithm can effectively improve the recommendation quality, and push personalized teaching resources to each user; the learners are highly satisfied with the personalized matching system. The research results shed new light on personalized recommendation of teaching resources, opening up a new way to education informatization. [ABSTRACT FROM AUTHOR]

This article analyses the current situation of the Text Encoding Initiative (TEI) in a Spanish-speaking digital humanities (DH) education and research context. It also examines the challenges faced when teaching TEI in Spanish and takes into consideration two main issues: the still not well-defined DH curriculum in many Spanish-speaking countries and the different pedagogical approaches to the TEI depending on the learning context: face-to-face instruction, distance education, and the Foreign Language Classroom. It aims as well to raise awareness about the lack of basic pedagogical materials—tutorials or guidelines—devoted to TEI in Spanish, an obstacle that has hindered the growth of a TEI community of practice from Spain and Latin America. It also offers some strategies and new resources that could benefit the outreach and adoption of the TEI inside and outside the Spanish-speaking DH community, while facilitating a new TEI curriculum in a higher education context.