Research Article
Silvino Antonio Castañeda Rincón, Hayarelis Moreno Gudiño, Richard de Jesús Gil Herrera
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep522
ABSTRACT
In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts.
Keywords: diversity, educational robotics, educational technology, inclusion
Research Article
Delfín Ortega-Sánchez
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep462
ABSTRACT
This study analyses the frequencies of inclusion of digital literary-educational proposals on the diversification of sex/gender/sexuality expectations by in-service Spanish teachers of secondary education (n=436), and the predictors that determine this inclusion. Based on the application of the instrument Digital Literary Education and the Construction of Gender Identities (DLECGI), the study is developed in non-experimental designs of a cross-sectional nature, and at the relational, explanatory and predictive levels of research, insofar as it seeks to reveal the socio-demographic, formative and didactic causes of the phenomenon or event of interest, and its degree of occurrence. The results obtained indicate the existence of a profile of teachers who promote the recommendation of this type of digital reading based on their belonging to non-binary gender groups with previous training in co-education and equality, and with explicit didactic stances on controversial issues. Likewise, the relationship between socio-demographic variables and the didactic positioning of teachers on the recommendation of digital readings on affective-sexual diversity shows that initial and/or ongoing specific training in co-education and equality is a key predictor of this relationship. These findings attest to the fact that the visibility and recognition of identity plurality in literary education necessarily involves the proposal of counter-hegemonic models regarding gender and affective-sexual identity. In this regard, teacher training must continue to progress towards the adoption of inclusive didactic approaches within the framework of educational principles for democratic citizenship, regardless of the gender or personal and social identity that defines these teachers.
Keywords: digital literary, gender and affective-sexual diversity, gender identities, secondary education
Research Article
Christye Majuddin, Mas Nida Md. Khambari, Su Luan Wong, Norliza Ghazali, Noris Mohd. Norowi
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep358
ABSTRACT
While educators worldwide are moving towards the universal design for learning, it is also essential to ensure learners are suitably assessed. Assessments and learning profoundly reciprocate one another as assessment may inform the learning practices, and vice versa. Resonating the aforesaid view, PutraPacer was developed as a customizable tool to empower instructors in embracing differentiated assessment. The objective of this pilot study is to elicit feedback on the use of PutraPacer as a differentiated assessment tool among a group of undergraduate students at a higher education institution. Drawing on the UTAUT model, this study employs an explanatory sequential mixed-method design to gather both quantitative and qualitative data. The quantitative findings show that the mean values for performance expectancy, effort expectancy, social influences, and behavioural intention to use PutraPacer are ranged between 3.56 and 3.67. Based on the Pearson’s correlation coefficient, there are strong association between performance expectancy, effort expectancy, social influences with behavioural intention to use PutraPacer as a differentiated assessment tool. The qualitative findings reveal that the students perceived PutraPacer as a user-friendly and a learning tool that promotes individualized learning experience and supports students with different abilities, and iii) a good platform for practices, quizzes, and revision.
Keywords: alternative assessment, differentiated assessment, learners’ diversity, explanatory sequential mixed method