This phase resulted in two chapters that define how supports are understood, emphasizing those that foster interactions between stakeholders. In the first phase, a literature review was conducted to frame the present doctoral dissertation. These nine outputs consist of two chapters of a book, five original empirical articles, and two dissemination articles. This doctoral dissertation is organised into six phases that comprise five studies that resulted in nine outputs addressing the two main lines of research: “Non-teaching support during school hours” and “Non-teaching support during after-school hours”. To this end, this doctoral dissertation aims at examining the interactions between teachers and non-teaching staff intervening in the educational support of the student body belonging to vulnerable groups in Catalonia. Therefore, optimising the support provided by teachers and teaching assistants (TAs) within schools is a critical aspect for inclusive policies and practices, as well as the support provided by the instructors of after-school initiatives. Improving educational support is a potential pathway on the educational systems’ journey towards inclusion. Our contributions for the development of technology resources and refinement of research methods in technology-supported learning environments should, among other things, contribute to a less complex and at the same time more sustainable integration of pedagogical innovations into scientific and school practices. We anticipate our work to contribute to the development of technology resources and related pedagogies as well as the refinement of research methodologies in technology environments. Moreover, the rapid change in technology raises further challenges to teachers’ professional development and the integration of those innovative technologies in classrooms. In our article, we propose an additional aspect to be considered in DBR while researching technology integration or innovative technologies. Although we had an idea of how to redesign the project for the next cycle based on the analyses of data, we noticed that we needed to not only redesign our approaches based on the research results but the changes in technologies were so rapid that materials and pedagogies needed to be altered as well. During the experiments, we encountered new challenges by the end of the research cycle due to updates in technologies. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). Pedagogical innovations to illustrate the impact of rapid technology changes on research. In this paper, we offer three examples from our research projects on both technological and
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