Search results for: Shonfeld Miri
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The study presented here sought to determine how student teachers’ personal characteristics, attitudes, knowledge, experience and skills for using collaborative learning influence their willingness to use this demanding pedagogy in their classes. A structural equation modeling (SEM) analysis model based on data from questionnaires emphasized the direct effect of experience on attitudes and skills, but showed no such effect on knowledge. There was no difference in research variables based on gender, age and degree in respondents’ willingness to integrate collaborative learning. One major conclusion of the study is that teacher education programs should include a study of the theoretical and strategic aspects of collaborative learning, as well as active experience with this pedagogy.
Updated: Sep. 23, 2020
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019