ABSTRACT
This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The emergency remote teaching caused by the covid-19 pandemic has potentiated the learning gaps of several students in Brazilian education, especially in the K-12 settings. Amidst the many challenges imposed by the pandemic, the adoption of digital tools in the school context has provided the generation of educational data, which can be collected and analyzed in order to provide evidence-based decision making, taking into account all the stakeholders in the teaching and learning process. Such decisions can provide for the personalization of learning, which aims to provide the student with educational resources that promote the building of weakened skills caused by learning gaps. The present thesis plan aims to present the work plan for the development of a Learning Analytics Dashboard tool for teachers in a basic education school in order to support data-driven pedagogical decision-making and to enable personalized monitoring of learning. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
ABSTRACT
As the COVID-19 pandemic continues, the role of facility managers in controlling and limiting the spread of the virus among facility occupants is critical. To enable facility managers to design and evaluate the effectiveness of facility operational measures (e.g., limiting room occupancy, staggering schedules), researchers have developed simulation models that can predict the physical distancing behaviors of occupants in a given facility layout and facility operational policies. However, these models do not take into consideration the impacts of spatial and temporal constraints in a facility, which can limit occupants' ability to physical distance. To this end, this study examines whether and how such constraints affect occupants' physical distancing behaviors in the context of K-12 educational facilities, where physical distancing is extremely important. A survey to examine students' physical distancing behaviors in educational facilities was designed and conducted in four educational facilities (n=527). The results indicate that occupants' physical distancing behaviors are significantly affected by crowdedness of space (i.e., spatial constraint) given that spatial density impacts the perceived risk of infection. On the other hand, it appears that time pressure due to limited time to meet occupancy schedules (i.e., temporal constraints) does not much influence physical distancing behaviors. These findings are expected to provide a basis upon which to enhance occupant behavior simulation efforts by deepening our understanding of physical distancing behaviors of children and adolescents in educational facilities. © 2022 American Society of Civil Engineers.