Browsing by Autor "Solomon Sunday Oyelere"

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Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay
(Springer Science+Business Media, 2020) Łukasz Tomczyk; Vladimir Costas-Jauregui; Cibelle Albuquerque de la Higuera Amato; Darwin Muñoz; Magali Arteaga; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Mariana Porta
The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.
Blockchain Technology to Support Smart Learning and Inclusion: Pre-service Teachers and Software Developers Viewpoints
(Springer Nature, 2020) Solomon Sunday Oyelere; Umar Bin Qushem; Vladimir Costas-Jauregui; Özgür Yaşar Akyar; Łukasz Tomczyk; Gloria Sanchez; Darwin Muñoz; Regina Motz
Descriptive Analytics Dashboard for an Inclusive Learning Environment
(2021) Vladimir Costas-Jauregui; Solomon Sunday Oyelere; Bernardo Caussin-Torrez; Gabriel Barros-Gavilanes; Friday Joseph Agbo; Tapani Toivonen; Regina Motz; Juan Bernardo Tenesaca
The educational community continuously seeks ways to improve the learner-centered learning process through new approaches like Learning analytics and its dashboard, which is helpful to enhance the teaching and the learning process. It involves a process whose final goal is presenting results to support decision-making about improving the learning process. However, a descriptive Learning analytics interface for analyzing learning data of students, including the disadvantaged, where to view and interpret learners' historical data is -in general- missing in this research domain. Hence, more research is still required to establish the philosophy of learning analytics on inclusion with an interface for the stakeholders to understand learning and teaching in an inclusive learning environment. This paper fills this gap by providing an inclusive educational learning analytics dashboard to support teachers and students. This study aimed to present a learning analytics implementation in the context of a smart ecosystem for learning and inclusion. We gave the inclusive educational needs and discussed the workflow followed during the descriptive learning analytics dashboard development. Therefore, the study improved existing learning analytics dashboards with a descriptive approach and inclusiveness of students with disabilities. Owing to the software development nature of this study, agile methodology based on five stages was applied: requirement elicitation; data gathering; design and prototyping; implementation; and testing and integration. We performed an initial evaluation, which indicated that the dashboard is suitable for understanding teachers' and students' needs and expectations. Besides, the visualization of inclusive learning characteristics improves engagement and attainment of learning goals.
Digital Divide in Latin America and Europe: Main Characteristics in Selected Countries
(2019) Łukasz Tomczyk; Maria Amélia Eliseo; Vladimir Costas; Gloria Sanchez; Ismar Frango Silveira; Maria-Jose Barros; Héctor R. Amado-Salvatierra; Solomon Sunday Oyelere
This paper presents the characteristics of the digital divide (DD)in the Latin American countries on the example of: Bolivia, Brazil; Dominican Republic; Ecuador; Finland; Guatemala; Poland. The purpose of the text is to show the scale of the phenomenon, the most vulnerable groups (including the DD determinants)and practices facilitating digital inclusion. The comparison and exchange of good practices help to understand more fully the DD characteristics (regardless of the location of the people affected by DD)and to promote good practices. The paper is part of the activities within the SELI project.
Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem
(Springer Nature, 2020) Solomon Sunday Oyelere; Ismar Frango Silveira; Valéria Farinazzo Martins; Maria Amélia Eliseo; Özgür Yaşar Akyar; Vladimir Costas-Jauregui; Bernardo Caussin; Regina Motz; Jarkko Suhonen; Łukasz Tomczyk
Digital Storytelling in Teacher Education for Inclusion
(Springer Nature, 2020) Özgür Yaşar Akyar; Gıyasettin Demirhan; Solomon Sunday Oyelere; Marcelo Flores; Vladimir Costas-Jauregui