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Tom 8 (2021): Zeszyt 1 (December 2021)

Tom 7 (2020): Zeszyt 1 (December 2020)

Tom 6 (2019): Zeszyt 1 (December 2019)

Tom 5 (2018): Zeszyt 1 (December 2018)

Tom 4 (2017): Zeszyt 1 (December 2017)

Tom 3 (2016): Zeszyt 2 (December 2016)

Tom 3 (2016): Zeszyt 1 (July 2016)

Tom 2 (2015): Zeszyt 2 (December 2015)

Tom 2 (2015): Zeszyt 1 (July 2015)

Tom 1 (2014): Zeszyt 1 (September 2014)

Informacje o czasopiśmie
Format
Czasopismo
eISSN
2353-5415
Pierwsze wydanie
29 Sep 2014
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

Tom 7 (2020): Zeszyt 1 (December 2020)

Informacje o czasopiśmie
Format
Czasopismo
eISSN
2353-5415
Pierwsze wydanie
29 Sep 2014
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

5 Artykułów
Otwarty dostęp

Foreword

Data publikacji: 31 Dec 2020
Zakres stron: I - II

Abstrakt

Otwarty dostęp

Sustaining a prolonged pivot: Appraising challenges facing higher education stakeholders in switching to online learning

Data publikacji: 31 Dec 2020
Zakres stron: 1 - 9

Abstrakt

Abstract

An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon learning outputs. Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable.

Słowa kluczowe

  • Emergency remote teaching
  • Sustained online teaching
  • Covid-19
  • Pivot online
  • Higher education
Otwarty dostęp

Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector

Data publikacji: 31 Dec 2020
Zakres stron: 10 - 18

Abstrakt

Abstract

This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

Słowa kluczowe

  • Gaeltacht
  • Irish-medium schools
  • Collaboration
  • Planning
  • Change
  • Transformative
  • Online community of practice
Otwarty dostęp

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

Data publikacji: 31 Dec 2020
Zakres stron: 19 - 25

Abstrakt

Abstract

The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.

The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’

which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

Słowa kluczowe

  • Teacher Induction
  • Mentoring
  • Droichead
  • Reflection
  • Professional Development
Otwarty dostęp

An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics

Data publikacji: 31 Dec 2020
Zakres stron: 26 - 35

Abstrakt

Abstract

Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.

I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.

Słowa kluczowe

  • Action Research
  • SolidWorks
  • Technical Graphics
  • Transformation Geometry
  • Junior Certificate
5 Artykułów
Otwarty dostęp

Foreword

Data publikacji: 31 Dec 2020
Zakres stron: I - II

Abstrakt

Otwarty dostęp

Sustaining a prolonged pivot: Appraising challenges facing higher education stakeholders in switching to online learning

Data publikacji: 31 Dec 2020
Zakres stron: 1 - 9

Abstrakt

Abstract

An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon learning outputs. Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable.

Słowa kluczowe

  • Emergency remote teaching
  • Sustained online teaching
  • Covid-19
  • Pivot online
  • Higher education
Otwarty dostęp

Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector

Data publikacji: 31 Dec 2020
Zakres stron: 10 - 18

Abstrakt

Abstract

This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

Słowa kluczowe

  • Gaeltacht
  • Irish-medium schools
  • Collaboration
  • Planning
  • Change
  • Transformative
  • Online community of practice
Otwarty dostęp

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

Data publikacji: 31 Dec 2020
Zakres stron: 19 - 25

Abstrakt

Abstract

The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.

The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’

which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

Słowa kluczowe

  • Teacher Induction
  • Mentoring
  • Droichead
  • Reflection
  • Professional Development
Otwarty dostęp

An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics

Data publikacji: 31 Dec 2020
Zakres stron: 26 - 35

Abstrakt

Abstract

Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.

I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.

Słowa kluczowe

  • Action Research
  • SolidWorks
  • Technical Graphics
  • Transformation Geometry
  • Junior Certificate

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