Growing STEM
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.
ePortfolios - Promoting Inclusivity in Complex Higher Educational Settings View Digital Media
Paper Presentation in a Themed Session Mpho-Entle Modise, Khunjulwa Peter
E-portfolios have proved to be powerful pedagogical tools of education in various settings. Research abounds on the benefits and challenges of e-portfolios, but much is not recorded on how they can promote inclusivity in higher education. E-portfolios have the potential to prepare students for their workplace by helping them build professional identities through digitally capturing their learning journeys. Social media is now used to fully support learning in higher education, and through e-portfolios, students can be trained on how to cultivate virtual identities. This research delves into the literature to explore ways in which e-portfolios can enhance inclusivity in higher education. This systematic literature analysis, using content analysis, aims to explore the above gap. The main research question in this study is ‘How can e-portfolios promote inclusivity in higher education?’ A pedagogical framework for promoting inclusivity in higher education through e-portfolios is suggested based on the findings and conclusions of the papers studied.
Understanding High School Teacher's Stance towards Integrating Information and Communication Technology in Classroom in South Africa View Digital Media
Paper Presentation in a Themed Session Khunjulwa Peter, Mpho-Entle Modise
This study explores the pivotal role of information and communication technology (ICT) in South African high school education, shedding light on its transformative impact within classrooms. Research has highlighted insufficient training and limited resources as factors blocking the successful adoption and usage of educational technologies in education. The study uncovers factors affecting high school teachers' attitudes towards ICT integration through an online questionnaire with closed and open-ended questions administered to educators in two high schools. Within the interpretivist research paradigm, the study is guided by socio-constructivist and TPACK theories. The study results show that even though many high school teachers were introduced and exposed to teaching with digital tools not too long ago—during the COVID-19 pandemic lockdown, howerer, most still would much rather use the traditional chalk-and-board method of instruction. The study recommends that policymakers prioritise comprehensive ICT training, advocating for a future where technology seamlessly integrates into the learning experience.
CASPer - Maybe Not So Friendly: An Investigation into Non-Academic Attribute Testing, Situational Judgement Tests, and Medical School Admissions View Digital Media
Paper Presentation in a Themed Session Sakinah A. Ismael
This paper examines the integration of non-academic assessments in medical school admissions and their impact on inclusive medical education in local and global contexts. These assessments, designed to gauge essential personal traits such as ethics, empathy, and interpersonal skills, are juxtaposed against traditional academic metrics in the admissions process. Situational judgment tests and, specifically, the Computer-Based Sampling of Personal Characteristics (CASPer) are highlighted. Through a review of the literature and case studies, these written and video-based non-academic assessments are analyzed with a focus on empathy. Findings from the research indicate that the predictive validity of these non-academic assessments is mixed. While such tests may offer deeper insights into candidates’ suitability for the medical profession, concerns persist about their cultural bias and fairness, especially in diverse local and international settings. This investigation highlights the variability in the adoption and perception of these tests across different educational systems and raises questions about their capability to assess candidates from varied cultural backgrounds equitably. While non-academic assessments can provide a more comprehensive view of medical school applicants, their current form necessitates rigorous evaluation and adaptation to ensure they support the principles of inclusive education. Such standardization would help minimize cultural biases and ensure that these tools are used effectively and fairly across different contexts, ultimately contributing to a more diverse and competent future medical workforce.
