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Doctoral Dissertation (Ph.D.)
Architecture and Students' Physical Activity in Learning Environments
Available from: University of Notre Dame Australia
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Language: English
Published: Fremantle, Western Australia, Australia, 2022
Book Section
The New Educational Technology: Possibilities and Prospects for Early Learning
Book Title: Montessori and the Special Child
Pages: 176-192
Information and communications technology (ICT), Montessori method of education, Technology and children
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Language: English
Published: New York: Putnam's sons, 1969
Article
A Research Initiative on the Construction of Innovative Environments for Teaching and Learning. Montessori and Munari based Psycho-pedagogical Insights in Computers and Human Behavior for the “New School”
Available from: ScienceDirect
Publication: Computers in Human Behavior, vol. 66
Date: Jan 2017
Pages: 282-290
Information and communications technology (ICT), Technology and children
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Abstract/Notes: Italians children-students live a strong technological gap among different education instances: on the one hand, they are attending schools technologically still to the '80 years, on the other hand, they can rely on hyper-technological domestic-family environments where videogames, smartphones, internet are always available. In the school, all learnings take place under the supervision of the teacher that stimulates, directs and corrects these important steps in the basic training. On the contrary, in the domestic environment the presence of technology is increasingly pervasive. These new technologies cognitively stimulate the children, but they entertain the little ones often alone and without the participation and supervision of an adult audience. Thus, the technology gap results in a pedagogical clash among different educational instances and this is the “space” addressed by our research initiative whose objective is the construction of innovative teaching and learning environments for children between 3 and 6 years of age. The specific quantitative outcomes can be defined with respect to three main families of indicators: measures to detect the use of learning environments; indicators of the level of satisfaction and involvement of the various involved actors; real impact on the socio-cognitive development of children produced by the introduction of methodologies and technologies.
Language: English
DOI: 10.1016/j.chb.2016.09.056
ISSN: 0747-5632
Article
ICTs and Montessori for Learning Disabilities
Available from: iJES
Publication: International Journal of Recent Contributions from Engineering, Science, and IT (iJES), vol. 5, no. 3
Date: 2017
Pages: 77-84
Children with disabilities, Inclusive education, Information and communications technology (ICT), Learning disabilities, Learning disabled children, Montessori method of education, People with disabilities, Technology and children
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Abstract/Notes: This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.
Language: English
ISSN: 2197-8581
Article
Learning from Apps and Objects: The Human Touch
Available from: Wiley Online Library
Publication: Mind, Brain, and Education, vol. 14, no. 1
Date: 2020
Pages: 16-23
Information and communications technology (ICT), Knowledge acquisition, Learning, Technology and children
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Abstract/Notes: In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5- and 6-year-olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in-person social interaction.
Language: English
DOI: 10.1111/mbe.12224
ISSN: 1751-228X
Conference Paper
The Effects of Dyadic vs Triadic Interaction on Children’s Cognitive and Affective Gains in Robot-Assisted Alphabet Learning
Available from: Springer Link
International Conference on Social Robotics 2022
Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.
Language: English
Published: Cham, Switzerland: Springer, 2022
Pages: 204-213
DOI: 10.1007/978-3-031-24670-8_19
ISBN: 978-3-031-24670-8
Book
The Progressive Classroom: Unlocking the Potential of Learning for the Future
Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Language: English
Published: Chennai, India: Clever Fox Publishing, 2023
Book Section
Kinaesthetic Learning Material for EFL Pronunciation Teaching and Their Potential for Teacher Education
Book Title: Activating and Engaging Learners and Teachers: Perspectives for English Language Education
Pages: 119-140
Foreign language education, Language acquisition, Language development, Language education, Montessori materials
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Language: English
Published: Tübingen, Germany: Narr Francke Attempto, 2023
Edition: 1st ed.
ISBN: 978-3-8233-8460-1 3-8233-8460-0
Series: AAA - Arbeiten aus Anglistik und Amerikanistik
Conference Paper
Moveable Älıpbi: The Montessori Method for Robot-Assisted Alphabet Learning
Available from: Springer Link
International Conference on Social Robotics 2022
Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Montessori method of education, Moveable alphabet, Robotics in education, Technology and children
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Abstract/Notes: The Montessori method is well-known for its child-centered and hands-on learning approach for early literacy development. This study is the first to apply the Montessori method in robot-assisted language learning (RALL). We developed an alphabet learning system that consists of a Moveable alphabet, a tablet, and a social robot. We conducted a between-subjects experiment with 89 Kazakh children aged 6–11 that learned the Kazakh Latin alphabet either with a Montessori-human (MH) or a Montessori-robot (MR) teacher. We examined the effects of the learning method on children’s learning gains and emotional outcomes across these two conditions. Our results suggest that in the Montessori learning environment the MH teacher was significantly more effective in providing early literacy support than the MR teacher. The emotional states were mixed between grades, but the children in the MR condition felt happier than those in the MH condition in Grades 1 (ages 6–7) and 4 (ages 10–11). This exploratory study suggests testing the method’s effectiveness in long-term child-robot interactions, with varied learning tasks over time.
Language: English
Published: Cham, Switzerland: Springer, 2022
Pages: 114-123
DOI: 10.1007/978-3-031-24670-8_11
ISBN: 978-3-031-24670-8
Article
Learning to Write by the Montessori Method
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 4
Date: 1986
Pages: 7-16
Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study
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Language: English
ISSN: 0519-0959