Cultural Complexities
Supporting Math Learning of Students with Behavioral and Academic Challenges: A Case Study of a Pre-service Teacher View Digital Media
Paper Presentation in a Themed Session Elaine Silva Mangiante
This qualitative case study presents findings of the approaches that one pre-service teacher (PST) used during practicum teaching when providing instruction for a mathematics unit with three fourth-grade students who had behavioral and/or academic challenges. The purpose of this study was to examine the planning, reflections, and decision-making of this unique PST who was able to engage students successfully as they learned about and “proved their thinking” about properties of geometric shapes. The study examined how her approaches aligned with (a) high-leverage practices for students with exceptionalities and (b) classroom conditions that promote an environment for positive student behaviors. Four themes with multiple sub-themes emerged from the data analysis: purposeful planning for student needs and to create a team culture, frequent assessment to inform instruction, intentional instructional decision-making to adapt pedagogical approaches with flexibility, and encouragement of group work to share student thinking. The results suggest that this PST was able to focus on the social context of teaching—understanding her students’ personalities as well as learning needs and building a discursive community of learners—in order to aid students in their productive interaction with each other while learning math concepts. The outcome from implementing these student-centered approaches was that the students helped each other learn and resolved conflicts among themselves, thus having an equitable opportunity to learn. Teacher educators can use this case study to help PSTs understand the application of high-leverage practices in the classroom and create positive classroom conditions to meet the needs of students with exceptionalities.
Revolutionizing the Learning Canvas: Analyzing the Potential Impacts of Generative Artificial Intelligence in Fashion Design
Paper Presentation in a Themed Session Ngan Yi Kitty Lam
The emergence of Generative Artificial Intelligence (GenAI) tool evokes human perception in education. There are some potential challenges and concerns about the use of GenAI tools. The exploration in the transformative potential of GenAI within the realm of fashion design education is crucial to the learning process. This paper examines the utilisation of GenAI in assessment with students' reflections on their experiences in the learning process through a detailed and diverse discussion with students. Providing insights and challenges of GenAI tools bring into the creative domain. It highlights the perceived benefits of GenAI in boosting design efficiency, fostering innovative thinking, and enhancing learning outcomes. In contrast, the study also illustrate student concerns and possible constraints on creativity. It also presents an enriched understanding of how GenAI's utilisation in fashion design education could shape the current curriculum and pedagogy, to alleviate concerns and leverage the advantages of GenAI. The outcome points out the need for a balanced approach in AI integration that complements traditional design skills, cultivating a new breed of fashion designers who are adept in leveraging both human creativity and artificial intelligence. The insights from this paper call on educators and the fashion industry to acknowledge the approach and to drive a more productive and inclusive future for fashion design education and practice.
Culture, Community, and Inclusion: Connecting with Self and Society through the Creation and Exploration of Extended Reality Spaces
Paper Presentation in a Themed Session Shadow Armfield, Dawn Armfield
Educators have opportunities to encourage students to immerse themselves in virtual spaces that are currently inaccessible in “real time or space” as well as the ability to create those experiences for others. This paper provides an understanding of the integration of extended realities (XR) in the classroom setting and an in-depth discussion of how these technologies can provide students with learning experiences and content creations of cultural understandings, cultural identity, and self-representation within immersive environments. In addition, this study contains the experiences of working with students from diverse courses to understand inclusion, universal design, and reflective encounters within XR. It explores the experiences the authors have had using the technologies in their classrooms, including representations of actual artifacts created by students and the measures of incorporating the development of XR spaces as a part of learning and assessment within interdisciplinary programs at the university level. Finally, this paper discusses research the authors are working on within a high school transition-to-work program with high school teachers, teacher candidates, and young adults with intellectual disabilities who are transitioning from high school to work. In this research, students created XR ”how-tos” for access to public transportation and work environments/experiences. Through these spaces, students reflect on community exploration, their roles within their communities, and their agency in the use of public services. This paper illustrates a future of inclusionary educational practices using XR with students within and beyond the classroom.
Teachers' Mutual Learning for an Inclusive School Culture - the Case of Georgia
Paper Presentation in a Themed Session Sofiko Lobzhanidze, Marika Kirvalidze, Eka Tqavashvili
This research considers the factors affecting the mutual learning of teachers, which lead to the strengthening of an inclusive, cooperative school culture. The issue is especially relevant under the circumstances where the priority of the national strategy of education and science in Georgia is shared responsibility among teachers. Phenomenology was chosen as the research approach, and the issue was examined based on respondents' opinions using qualitative methods – in-depth semi-structured interviews and focus groups with school principals, teachers, and experts in the field. The research was conducted in 18 public schools involving 40 focus groups and 33 interviews. As a result of the research, the following factors contributing to the strengthening of an inclusive, collaborative school culture were identified: relationships based on trust, teachers' involvement in decision-making processes, a culture of accountability, perception of collaborative processes as an integral part of teachers’ activity, development-oriented peer feedback, workspace necessary for professional dialogue, the school principal as a role model, acknowledgment of the efforts made by the school community, promotion of the integration of the new colleague, and working together to overcome challenges. The following hindering factors were identified: isolating actions and the desire to preserve one's uniqueness, emphasis on successful practices and covering up shortcomings, mistrust of each other's competence, and diffusion of responsibility. The results of the research prove that teachers' collaborative activities are generally unsystematic. Based on the results of the research, recommendations have been developed at the state, school, and teacher levels.
