ORCID Profile
0000-0003-1561-0103
Current Organisation
Flinders University
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Publisher: Universitat Politècnica de València
Date: 02-06-2020
DOI: 10.4995/HEAD20.2020.11058
Abstract: Educational systems around the world are trying to grapple with the need forexperts in science, technology, engineering, mathematics and medicine (STEMM),who have expert knowledge and combined skills for working in collaborativeteams to find solutions to local and global issues. Employers seek disciplinaryexperts as well as people who can act as connectors for groups and ideas and whoshare and communicate them effectively. Integration of the STEMM disciplineswithin teaching programmes is in its infancy, but there is recognition for providingextraordinary experiences in learning that develop collaboration and synthesis of ergent ways of thinking. A framework is presented for designing integratedSTEMM course work in higher education. It includes authentic, student-centered,evidence-based, inquiry, problem-based learning through situated, immersive andexperiential approaches that can support the deliberate development of skills forintegrating thinking, problem-solving and for creating humanistic solutions forlocal and global issues.
Publisher: Springer International Publishing
Date: 04-08-2016
Publisher: Springer International Publishing
Date: 2016
Publisher: SAGE Publications
Date: 18-11-2018
Abstract: Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 in idual interviews, this study found that SE in IoC varied according to erse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate ersity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.
Publisher: Palgrave Macmillan US
Date: 2013
Publisher: Informa UK Limited
Date: 06-2013
Publisher: InTech
Date: 10-10-2018
Publisher: Elsevier BV
Date: 10-1984
Publisher: Scientific Research Publishing, Inc.
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 18-07-2006
Publisher: Springer Science and Business Media LLC
Date: 21-04-2011
Publisher: Wiley
Date: 04-04-2014
DOI: 10.1111/EJED.12081
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2021
Publisher: Informa UK Limited
Date: 08-10-2004
Publisher: Springer Science and Business Media LLC
Date: 11-11-2017
Publisher: Informa UK Limited
Date: 21-03-2013
Publisher: Edith Cowan University
Date: 07-2016
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2020
Publisher: Science and Education Publishing Co., Ltd.
Date: 18-05-2015
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 07-1988
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8403-4.CH012
Abstract: The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.
Publisher: Informa UK Limited
Date: 1987
Publisher: Springer Science and Business Media LLC
Date: 17-04-2019
No related grants have been discovered for Lindsey Conner.