How Teachers and Students Depict Interactive Whiteboards and Tablet PCs in a 9th Grade Classroom?

2016 ◽  
pp. 19-35 ◽  
Author(s):  
Petek Aşkar ◽  
Arif Altun ◽  
Nurettin Şimşek ◽  
Selçuk Özdemir
Keyword(s):  
Interactive Whiteboards ◽  
Tablet Pcs ◽  
9Th Grade ◽  
Teachers And Students ◽  
Grade Classroom

scholarly journals An Evaluatıon of “Sunrıse 9’’ from EFL Teachers’ and Students’ Perspectıves in Northern Region of Iraq

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Burhan Omar Mahmud
Keyword(s):  
Northern Region ◽  
Structured Interviews ◽  
Northern Iraq ◽  
9Th Grade ◽  
The North ◽  
Significant Difference ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Design Activities ◽  
Qualitative Part

Textbooks are one of the essential types of materials that are extensively used in English as a second language classroom instruction. The current study tries to evaluate the textbook SUNRISE 9 based on six categories. This study intends to cover how those categories are represented in SUNRISE 9. The categories are the layout and design, activities, skills, language type, subject and content and conclusion. The present study aims at answering the questions about SUNRISE 9 from teachers’ and students’ opinions and finding out whether there is a statistically significant difference between the teachers’ and students’ responses with regard to the strengths and weaknesses of the textbook which are used in language classrooms in all basic schools in the Northern Iraq. Two data collection tools were carried out in the current study. The quantitative data were obtained using questionnaire for teachers and students with a total number of 375 9th grade students and 40 9th grade teachers. They were chosen randomly from Sulaimanyah city in the North of Iraq. The qualitative part of the study, semi-structured interviews were held among 13 teachers to gather more neccessary data. The findings reveal that the teacher participants have negative opinions towards most of the sections of the textbook and some others have not stated any opinions but the student participants generally have positive opinions about SUNRISE 9. For this English textbook SUNRISE 9, an empirical evaluative study and an in-depth method evaluation are also suggested to be conducted to find out more important results.

Collaborations for Transformative Learning Experiences

2016 ◽  
Vol 4 (1) ◽  
pp. 16-31
Author(s):  
Darrell Hucks ◽  
Patrick Hickey ◽  
Matthew Ragan
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Information Literacy ◽  
Interactive Whiteboards ◽  
Education Students ◽  
Field Placements ◽  
School Year ◽  
Teachers And Students ◽  
Smart Boards ◽  
Teacher Education Students

The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

scholarly journals Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

2020 ◽  
Vol 69 (1) ◽  
pp. 266-284
Author(s):  
Laura A. Taylor ◽  
Michiko Hikida
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Fourth Grade ◽  
Literacy Events ◽  
Everyday Talk ◽  
The Everyday ◽  
Teachers And Students ◽  
Grade Classroom ◽  
Literacy Research

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

The Author Has the Last Word: Buddy Editing in a First-Grade Classroom

2014 ◽  
Vol 84 (3) ◽  
pp. 367-384 ◽  
Author(s):  
Jessie Auger
Keyword(s):  
Teacher Learning ◽  
Subject Matter ◽  
First Grade ◽  
Pedagogical Approach ◽  
Teachers And Students ◽  
The Subject ◽  
Student Practice ◽  
Grade Classroom

In this essay, Jessie L. Auger reflects on the practice of Buddy Editing in her first-grade classroom as an opportunity for student and teacher learning. By explicitly revealing her pedagogical approach and sharing transcripts of students' engagement with her Buddy Editing protocol, Auger presents the dynamics of a learning partnership that exists among teachers and students and between students. She offers a glimpse of what happens in one classroom when the teacher focuses on providing students with the appropriate tools, environment, structure, and access to the subject matter; trusts students to enact their own agency as learners; and takes a reflective stance on improving her practice based on lessons from student practice.

scholarly journals TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education

2020 ◽  
Vol 1 ◽  
pp. e202022
Author(s):  
Fabrício Oliveira da Silva ◽  
Charles Maycon de Almeida Mota
Keyword(s):  
Elementary School ◽  
Rural Areas ◽  
Teaching And Learning ◽  
School Students ◽  
Rural Space ◽  
9Th Grade ◽  
Teachers And Students ◽  
Course Load ◽  
Surface Measurements ◽  
Teaching Of Mathematics

This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Pedagogy Course in the Teaching of Mathematics discipline, given to students of the 9th grade of Elementary School II and the High school. The workshop was the research device used to enable reflections on the development of teaching practices that aim to theorize and value the students' context through a study on the concepts of trigonometry, plane geometry and surface measurements in situations and experiences in the fields. We take the reports of teachers and students who participated in this workshop as an element of analysis. It is concluded that the teaching of mathematics generates meanings for the student when the context in which he lives is taken into consideration for the construction of school knowledge. The countryside was understood as a locus of teaching in mathematics, enabling students to create connections between th knowledge of the countryside and the knowledge of trigonometry, in a construction of significant learning about mathematical knowledge. Keywords: Mathematics teaching. Initial formation. Contextualized education. Teaching in the country.

scholarly journals PENGGUNAAN PAPAN TULIS INTERAKTIF DI KELAS THE USE OF INTERACTIVE WHITEBOARD IN CLASSROOM

2019 ◽  
Vol 17 (3) ◽  
pp. 104
Author(s):  
Purwanto Purwanto
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Learning Method ◽  
Literature Research ◽  
The World ◽  
Teachers And Students ◽  
World Report ◽  
Teacher's Perception

Tulisan ini merupakan hasil studi literatur tentang penelitian pemanfaatan papan tulis interaktif (PTI) di berbagai negara yang ada di dunia. Laporan hasil penelitian yang dikaji adalah yang dimuat dalam jurnal teknologi pendidikan dan diterbitkan antara 2009- 2013 dan didata oleh EdITLib. Pertanyaan penelitiannya adalah 1) bagaimana perkembangan atau inovasi PTI?, 2) bagaimana persepsi guru terhadap PTI?, dan 3) bagaimana model pemanfaatannya yang terbaik? Kesimpulannya, pertama, perkembangan papan tulis interaktif (PTI) telah mencapai kemajuan yang menakjubkan berkat berbagai inovasi yang memungkinkannya menjadi produk teknologi pembelajaran yang sangat membantu proses pembelajaran interaktif di kelas, kedua guru merasa nyaman menggunakannya dan siswa merasa antusias untuk memanfaatkannya, ketiga masih perlu penelitian lebih lanjut mengenai model pemanfataannya yang didukung oleh teori belajar, yang menghasilkan perubahan proses pembelajaran yang efektif, dan perubahan pada penggunanya yaitu guru mengajar dan siswa belajar. This article is the result of the literature research on the use of interactive whiteboards (Papan Tulis Interaktif) in various countries in the world. Report of the results of studies being reviewed were those published within 2009 and 2013 and recorded by EdITlib. This article tries to answer the following questions:1)  how is the development or inovation of interactive whiteboard? 2) what is the teacher’s perception on the interactive whiteboard? and 3) what is the best model of the utilization of interactive whiteboard? The research conclusions are: firstly, the development or innovation of interactive whiteboard (PTI) has achieved amazing progress, as a result of a variety of innovations that enable it to become a product of educational technology that greatly assists the process of interactive learning in classroom; secondly, both teachers and students feel comfortable and are excited to use it; thirdly, further research is needed on the utilization of interactive whiteboard that is supported by learning theory, which will influence the effectiveness of learning process, and change of teaching and learning method in both teachers and students.

scholarly journals Preparing for War or Peace: Exploring the Peace Values in 9th Grade English Textbook in Khyber Pakhtunkhwa

2021 ◽  
Vol 5 (I) ◽  
pp. 311-329
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Gender Equality ◽  
Human Beings ◽  
Khyber Pakhtunkhwa ◽  
Global Issues ◽  
9Th Grade ◽  
Teachers And Students ◽  
War And Conflict ◽  
English Textbooks

Out of many other global issues, one of the most threatening to human beings is war and conflict. Making this world a peaceful abode is the objective of many institutions and Education is one of them. Language teaching can serve as a very effective tool to inculcate peace among the students who build a peaceful nation in return. The study aims to explore the elements of peace values in English textbooks of grade 9th taught in schools of Khyber Pakhtunkhwa. Textbooks are not only used for transferring knowledge of the respective subject but also to bring social reformation to society. The study is qualitative in nature and falls under the constructivist paradigm. The study can be significant for curriculum developers, textbooks writers, teachers, and students to make them aware of the importance of peace development through textbooks. The study followed the theoretical framework of Balasooria (2011) to identify peace values. The findings have shown that social peace value is the most dominant in use in the textbook besides other categories, inner peace, and peace for nature. Moreover, the analysis has revealed that addressing issues like human rights awareness, gender equality, and mental health is lacking in the text which can become a reason for conflict and restlessness in the society eventually leading to a threat to the peace of the society. Keywords: Textbook, Peace, Peace Values, Khyber Pakhtunkhwa

Technology Expanding Horizons in Teacher Education

2016 ◽  
pp. 2117-2135
Author(s):  
Darrell Hucks ◽  
Matthew Ragan
Keyword(s):  
Teacher Education ◽  
Interactive Whiteboards ◽  
Education Students ◽  
Field Placements ◽  
School Year ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Smart Boards ◽  
Teacher Education Students

The purpose of this exploratory action research study was to examine how the modeling by instructors of technology integration would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted across two consecutive semesters with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the intervention. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

Sign in / Sign up

Export Citation Format

Share Document