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Education Sciences
Special Issues
ICT in Education Contexts of 21 Century
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ICT in Education Contexts of 21 Century

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 March 2021) | Viewed by 8836

Special Issue Editors

Prof. Dr. Pedro José Arrifano Tadeu

E-Mail Website
Guest Editor
Centre for Studies in Education and Innovation (CI&DEI-ESECD), Polytechnic Institute of Guarda, 6300-559 Guarda, Portugal
Interests: mathematics education; multicultural education; special education; ICT; teacher training
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Inmaculada García-Martínez

E-Mail Website
Guest Editor
Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
Interests: teacher collaboration; emotional intelligence; teacher professional identity; educational technology and teacher education
Dr. Mehmet Kaya

E-Mail Website
Guest Editor
Faculty of Education, Educational Sciences Department, Psychological Counseling and Guidance, Sakarya University, 54300 Sakarya, Turkey
Interests: education, psychological counseling; group counseling; family counseling; traumatic grief and family resiliency; ICT for the students with special needs; developmental and problem-solving skills of preschool students; primary school students and adolescents

Special Issue Information

Dear colleagues,

The effect of Information Communication Technologies (ICT) on society is increasing exponentialy, with its proliferation leaving us in a state of constant change and progress in various areas, including Engineering, Sport, Health, Management, Tourism, Communication, Economy, and obviously Education. Different connections appear in each of these, either because ICT is used directly as a tool, or because ICT is the path to analyze and solve problems. These ideas mean that experts in Education in the 21st century need to pay attention to what is happening outside of the classroom and take advantage of the best options created by ICT developments.

Our goal is to get a wide range of articles and opinions around the issue of Educating in the 21st century, showing different perspectives of the use of ICT inside and outside of the classroom regarding Formal and Informal Education. These different aspects of education play a very important role in the development of youngsters, as when they move from the school grounds to the job market, they will need to be prepared for the fact that it is totally driven by ICT. Thus, the need to know how to use correctly these tools is pivotal and creates a new aspect to consider when it comes to accessibility to and results of learning. It is our intention to contribute to the analysis and discussion of empirical research and theoretical aspects linked to the development of technologies in formal and informal learning processes.

Prof. Dr. Pedro José Arrifano Tadeu
Prof. Dr. Inmaculada García-Martínez
Prof. Dr. Mehmet Kaya
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ICT
  • formal education
  • informal information
  • 21 Century

Published Papers (3 papers)

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Research

16 pages, 1902 KiB  
Article
Learning Scenario to Promote Comprehension of the Meaning of Subtraction
by Ricardo Silva, Fernando Martins, Cecília Costa, José Cravino and Joaquim Bernardino Lopes
Educ. Sci. 2021, 11(12), 757; https://doi.org/10.3390/educsci11120757 - 23 Nov 2021
Cited by 1 | Viewed by 2642
Abstract
The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the [...] Read more.
The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives. Full article
(This article belongs to the Special Issue ICT in Education Contexts of 21 Century)
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17 pages, 1992 KiB  
Article
Learning and Well-Being in Educational Practices with Children and Adolescents Undergoing Cancer Treatment
by Paulo Ricardo dos Santos, Débora N. F. Barbosa, Eduardo G. Azevedo Neto, Jorge L. V. Barbosa, Sérgio D. Correia and Valderi R. Q. Leithardt
Educ. Sci. 2021, 11(8), 442; https://doi.org/10.3390/educsci11080442 - 18 Aug 2021
Cited by 2 | Viewed by 2166
Abstract
The use of information communication technologies (ICT) in education brings up new possibilities of promoting learning and health experiences. In this sense, education contexts of the 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices [...] Read more.
The use of information communication technologies (ICT) in education brings up new possibilities of promoting learning and health experiences. In this sense, education contexts of the 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices developed with mobile devices and games in order to improve learning and well-being in children and adolescents undergoing cancer treatment in a non-formal educational setting. The methodology is based on qualitative case studies with content-based data analyses, involving informal interviews and observation methods. The study considers data from five patients who participated in the research between 2015 and 2019. The results demonstrate a positive influence of the practices with mobile technologies and games in terms of learning and in the well-being experience of patients during the treatment. Full article
(This article belongs to the Special Issue ICT in Education Contexts of 21 Century)
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19 pages, 808 KiB  
Article
Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context
by Inmaculada García-Martínez, Pedro J. Arrifano Tadeu, José Luis Ubago-Jiménez and Carlos Brigas
Educ. Sci. 2020, 10(7), 175; https://doi.org/10.3390/educsci10070175 - 1 Jul 2020
Cited by 2 | Viewed by 3161
Abstract
Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt [...] Read more.
Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools. Full article
(This article belongs to the Special Issue ICT in Education Contexts of 21 Century)
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