DIGITALPOST-PANDEMIC EDUCATIONAL INSIGHTS IMPLEMENTING THE PEDAGOGICAL VARIATION MODEL (ROGERS, 2013)
1 Creative Learning / University of South Wales (UNITED KINGDOM)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
About this paper:
Appears in: EDULEARN23 Proceedings
Publication year: 2023
Pages: 6730-6738
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.1772
Publication year: 2023
Pages: 6730-6738
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.1772
Conference name: 15th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2023
Location: Palma, Spain
Dates: 3-5 July, 2023
Location: Palma, Spain
Abstract:
This research paper examines a way of evaluating the Pedagogical Variation Model (PVM, Rogers 2013) for Learning and Teaching Information, Communication Technology (ICT) in the Natural Sciences, Biology and Chemistry at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS)The PVM is constructed with a graphical design known as the Boston Matrix consisting of four quadrants where one such matrix format, regarding learner characteristics, is based on two strands, namely
(i) their collaborative capabilities and
(ii) their knowledge construction and practical skills.
A second Boston Matrix Format elucidates pedagogical leadership characteristics of teachers / lecturers, namely
(i) Transactional (task-giving) and
(ii) Transformational ((empowering / motivational). These two matrices are then ´matched´ quadrant by quadrant, where the evaluation questionnaire elicits from research respondents in the sample population the preferences of students regarding different teaching strategies.
The research methodology included an evaluation of the Pedagogical Variation Model (PVM, Rogers 2013) that was used to identify the pre-service teacher responses elicited by a questionnaire relating to the matching of student teaching preferences according to their preferred learning styles. The sample population was six (06) students on the pre-service teacher course in Natural Science, enrolled in ICT classes. They were face-to-face classes during all academic semester 2022/2 (from August/2022 to December/2022).
The outcomes of the research indicate how the PVM provides pre-service teachers with insights regarding to transactional pedagogical leadership (i.e. task-giving) in comparison to transactional pedagogical leadership (i.e. empowerment/ motivation). Curiously, the outcomes PVM in the post-pandemic times (2022/2) are getting similiar to the outcomes in the pre-pandemic times (2018), after some changes during pandemic times (2021). A comparison of the pre-pandemic ans post-pandemic educational implementing the PVM was presented at INTED2023 last March (Rogers; Nichele, 2023).