Application of Biometric Fingerprinting to Encourage the Active Involvement of Student Teachers in Lectures on Differentiated Instruction

Autor/in	de Jager, Thelma
Titel	Application of Biometric Fingerprinting to Encourage the Active Involvement of Student Teachers in Lectures on Differentiated Instruction
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1523 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (de Jager, Thelma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Identification; Human Body; Measurement Techniques; Student Teachers; Individualized Instruction; Student Participation; Classroom Communication; Incentives; Preservice Teacher Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Identifikation; Identifizierung; Menschlicher Körper; Messtechnik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individualisierender Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Anreiz; Lehramtsstudiengang; Lehrerausbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of this article was to establish whether a biometric fingerprint device can be used to accurately record and improve active class participation of student teachers when attending lectures on the application of differentiated instruction. Quantitative and qualitative approaches were used to collect data. In the quantitative study a student-teacher class (n = 180) of a university in South Africa participated during the second and third semesters of the academic year. The quantitative data consisted of the number of student teachers' active participations recorded using a biometric fingerprint device and data from the second and third semesters were compared. Results were obtained from the calculated number of active participations for which student teachers were rewarded "class bucks" for quality comments. Although class bucks were awarded in both the second and third semesters, the number of student teachers who were actively involved in discussions increased by 18% in the third semester (when biometric fingerprint scanning was implemented). After the completion of their training course, a qualitative approach followed, where participants (n = 36) reflected (through responses to open-ended questions) that they still desired more practice and examples to help them create differentiated activities. It was evident that more activities for practical experiences should be created where student teachers could use various forms of assessment, adjust content, select suitable methods and media, create a suitable learning environment, and identify their learners' learning barriers and learning preferences to create and apply differentiated activities in the classroom. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01