Tag Archives: Classroom 2.0 Research

Classroom 2.0 and Beyond: Education, Health, Economic and Justice Policies for Exeter

Classroom 2.0 and Beyond: Education, Health, Economic and Justice Policies for Exeter

Jonathan Bishop

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Citation

Jonathan Bishop (2017). Classroom 2.0 and Beyond: Education, Health, Economic and Justice Policies for Exeter. The Third International Congress on the Internet, Trolling and Addiction (ITA’17), 30 May 2017 to 7 June 2017, Clyst Vale, Exeter. Speech made at Broadclyst Victory Hall, Broadclyst, Clyst Vale, Exeter.

Microeconomics of Education and the effect of Government intervention: The role of Classroom 2.0 in facilitating the UK Government’s schools policies

Microeconomics of Education and the effect of Government intervention: The role of Classroom 2.0 in facilitating the UK Government’s schools policies

Jonathan Bishop

Abstract

While the concept of Classroom 2.0 has been around for over a decade, the concept of electronic and distance learning as a mode to improve education outcomes has existed ever since the first broadcast of television programs carrying educational content. The governments in the United Kingdom have always sought to intervene in education, whether this has been allowing schools to opt-out of local authority control with grant-maintained schools under Margaret Thatcher, co-operative trusts under Tony Blair or free schools under David Cameron. Not all government interventions are as successful. Homogenized one-size-fits-all education based on catchment areas such as Comprehensive Schools, and State-run projects like the UK e-University have been shown to lack the return on investment of Specialist and Independent Schools and the Open University. This paper reviews some of the microeconomic models used by governments to intervene in the market for instructional services, including e-participation in education, namely Classroom 2.0. It also looks at some of the possibilities of Classroom 2.0 in education systems that have been affected by UK and respective devolved government’s education policy.

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Reference

Jonathan Bishop (2014). Microeconomics of Education and the effect of Government intervention: The role of Classroom 2.0 in facilitating the UK Government’s schools policies. In: Jonathan Bishop (Ed.) Transforming Politics and Policy in the Digital Age. IGI Global, Hershey, PA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/microeconomics-of-education-and-the-effect-of-government-intervention.pdf

Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context

Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context

Gabriella Taddeo & Simona Tirocchi

Abstract

The “Classi 2.0” programme is a national applied research project aimed at investigating if and how new media and technologies for producing, communicating, and sharing contents can improve and change learning environments in Italian schools. In this chapter, the discussion centres on scientific sociological research connected to the project carried out by the Polytechnic University of Turin. The research aimed at exploring the main tendencies, expectations, and technological problems both for teachers and for students in coping with digital innovation. In particular, the chapter outlines: the main technological choices of schools, which devices and media are preferred by schools, and how these technologies have been used as tools for reinventing not only learning processes, but also school times and spaces; it also outlines the most interesting changes in social relationship and social challenges that have occurred through the use of such innovative technologies.

Citation

ICT in the Classroom: New Learning Environment

ICT in the Classroom: New Learning Environment

Floriana Falcinelli & Chiara Laici

Abstract

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “Cl@ssi2.0” project and were involved in the PoliCultura & Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

Citation

Falcinelli, F., & Laici, C. (2012). ICT in the Classroom: New Learning Environment. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 48-56). Hershey, PA: IGI Global. Available at: http://www.igi-global.com/chapter/ict-classroom-new-learning-environment/72056

Technology of Education and Music Teaching: New Responses to Old Issues

Technology of Education and Music Teaching: New Responses to Old Issues

Roberto Agostini

Abstract

This chapter discusses the relationship between education technologies and music teaching with reference to four activities developed in an Italian middle school as part of the project of experimentation “Classi2.0.” This project aimed to enhance the ability to perform songs in ensemble and offer experience in the practice of arranging. It also sought to strengthen rhythmic competences, and offer experience in composing rhythms using digital sequencers while also stimulating critical reflections on the musical taste of the class. Furthermore the project sought to provoke critical reflection on media and youth consumption practices.

Citation

Agostini, R. (2012). Technology of Education and Music Teaching: New Responses to Old Issues. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 27-37). Hershey, PA: IGI Global. Available at: http://www.igi-global.com/chapter/technology-education-music-teaching/72054

Didactic Strategies and Technologies for Education: Incorporating Advancements

Didactic Strategies and Technologies for Education: Incorporating Advancements

P.M. Pumilia-Gnarini, E. Favaronm, E. Pacetti, J. Bishop, L. Gurra

Abstract

Recently there has been a growing wave of local initiatives in support of their public schools. Teachers and communities together have been playing an active role in the innovative efforts towards new educational methods aimed at helping schools. These grass root experiments, though very effective, tend to go unnoticed in the wide scheme of the educational system. However, if the most useful and meaningful of these initiatives could be fostered and developed, they may have the possibility of transforming it.

Didactic Strategies and Technologies for Education: Incorporating Advancements aims to be a platform for the most significant educational achievements by teachers, school administrators, and local associations that have worked together in public institutions that range from primary school to the university level. This book aims to be useful for both scholars and the citizens that are involved in improving the educational system.

Publisher Summary

Discussion

This book offers insight into the many things that are possible with technology in education. Case studies in this book relating to Classroom 2.0, for example, show how cross-border education can become a reality. The editors say in the introduction that this book was put together with many papers where English was not the authors’ first language. The editors did a great job it would seem. It was beneficial to hear the differences between strategies in different jurisdictions. I have no doubts about giving five stars to this book. I recommend it to anyone looking to enhance their knowledge and improve their techniques in education.” – Ashu MG Solo

Citation

Pumilia-Gnarini, P.M., Favaronm, E., Pacetti, E., Bishop, J., Gurra, L. (2012). Didactic Strategies and Technologies for Education: Incorporating Advancements. Hershey, PA: IGI Global.

Cooperative e-learning in the multilingual and multicultural school

Cooperative e-learning in the multilingual and multicultural school: The role of ‘Classroom 2.0’ for increasing participation in education

Jonathan Bishop

Abstract

The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the Digital Classroom of Tomorrow (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project’s success across Europe.

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References

J. Bishop (2012). Cooperative e-learning in the multilingual and multicultural school: The role of ‘Classroom 2.0’ for increasing participation in education. P.M. Pumilia-Gnarini, E, Favaron, E. Pacetti, J. Bishop, L, Guerra (Eds.) Didactic Strategies and Technologies for Education Incorporating Advancements. IGI Global: Hershey, PA. Available at: http://resources.crocels.com/wp-content/uploads/sites/4/cooperative-e-learning-in-the-multilingual-and-multicultural-school-the-role-of-classroom-2-0.pdf

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

Jonathan Bishop

Abstract

Internet trolling that takes the form of cyberbullying is emerging as a significant problem for any administrator of a networked computer environment. This is also the case in Classroom 2.0 classrooms where technologies like the circle of friends has not been implemented or otherwise where there is no current moderation or monitoring of activity of the school students using the system. The paper presents a system called Paix – The Persuasive and Assistive Interaction Extension (Paix) for assisting with this problem.

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References

Jonathan Bishop (2012). The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0. The 13th International Conference on Internet Computing (ICOMP’12). 16-19 July, 2012, USA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-persuasive-and-assistive-interaction-extension-paix-a-position-paper-on-using-gamified-behavior-management-systems-for-reducing-flame-trolling-in-schools-based-on-classroom-2-0.pdf

The potential of persuasive technology for educating heterogeneous user groups

The potential of persuasive technology for educating heterogeneous user groups

Jonathan Bishop

Abstract

The Masters-level thesis presents an overview of the state of play in minority language education in Europe in 2004, and discusses ways in which e-learning systems can be adapted to take account of then emerging generations like the Net Generation, using buddy-lists and extendible and re-usable learning objects, 3 years before Facebook was launched, replacing learning objects with plug-ins.

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Citation

Jonathan Bishop (2004). The potential of persuasive technology for educating heterogeneous user groups. Submission in Part fulfilment of the MSc in E-Learning. Pontypridd, GB: University of Glamorgan. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-potential-of-persuasive-technology-in-educating-heterogeneous-user-groups-jonathanbishop.pdf