scholarly journals Editorial

2014 ◽  
Vol 43 (2) ◽  
pp. iii-iv
Author(s):  
Martin Nakata ◽  
Elizabeth Mackinlay
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Educational Practice ◽  
Concerted Effort ◽  
Research And Practice ◽  
Fundamental Part ◽  
The World ◽  
New Ideas ◽  
The Many

The quest to improve Indigenous people's access, participation and outcomes in education wherever we live in the world involves a concerted effort from all, and across all levels of education from the pre-school to the postgraduate sector. Improvements in these areas, as we have seen in past issues of The Australian Journal of Indigenous Education, are closely tied to improving other social and economic indicators in Indigenous lives, such as health, employment, governance and housing. The importance of research in the field of Indigenous education is a fundamental part of understanding the complexity of the issues, the level of constraints, as well as the many possibilities as we move forward in time. And, as practitioners of Indigenous education continue to keep looking for new ideas or examples of teaching and learning practice, AJIE continues to invite descriptions of educational practice and articulations of Indigenous experience from our readership. As educational research and practice have progressively become global, we have sought experiences beyond our Aeotorea/New Zealand and North American colleagues to countries and contexts that are less familiar to us. We are pleased to report that for our efforts in this regard, AJIE is now listed with SCOPUS, the largest abstract and citation database of peer-reviewed literature.

scholarly journals Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

2021 ◽  
pp. 195-209
Author(s):  
Jodie Hunter ◽  
Roberta Hunter ◽  
John Tupouniua ◽  
Generosa Leach
Keyword(s):  
New Zealand ◽  
Open Economy ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Well Being ◽  
Low Socioeconomic ◽  
Aotearoa New Zealand ◽  
Strength Based ◽  
The World ◽  
Mathematics Teaching And Learning

AbstractThe COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

Trading Places, Creating Spaces: Chris Candlin's contribution to aligning research and practice

2018 ◽  
Vol 52 (4) ◽  
pp. 476-489
Author(s):  
Cynthia White ◽  
Janet Holmes ◽  
Vijay Bhatia
Keyword(s):  
Hong Kong ◽  
New Zealand ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Professional Communication ◽  
Asia Pacific ◽  
Research And Practice ◽  
Language For Specific Purposes ◽  
To Come ◽  
And Training

In referencing the title of Chris Candlin's (2008) plenary, this paper focuses on the continuing concern to align research and practice in applied linguistics, and more particularly in language for specific purposes (LSP) and professional communication. We examine how Candlin identified practices for trading places between research and practice and for creating synergies between them – and in so doing opened up new spaces for enquiry and understanding in the field. We identify and critically examine four approaches that Candlin developed to promote the alignment of research and practice: through particular research tools and methodologies, through the investigation of professional settings and inter-domain constructs (such as quality, trust and risk), through a concern with both rigour and relevance in relation to research and training, and through a focus on ‘critical moments of interaction’ in ‘crucial sites of engagement’ (Candlin 2008). To this end, we draw on the diverse domains and trajectories of enquiry outlined in the opening plenary symposium at the 4th Asia-Pacific Language for Specific Purposes & Professional Communication Association Conference from five standpoints: in recent impact case studies of professional communication in the Hong Kong context (Cheng 2017), in a ‘multi-perspectival’ account of Candlin's enacted philosophy of teaching and learning (Moore 2017), in examining the communicative basis of expertise (Sarangi 2017) and the concept of interdiscursivity (Jones 2017), and in the extensive fieldwork and analysis of workplace talk underlying the development of resources for new migrants in New Zealand (Holmes & Riddiford 2017). In conclusion, we pay tribute to an inspirational researcher and teacher whose influence will continue to impact applied linguistics for decades to come.

Technology and the Historian

2021 ◽  
Author(s):  
Adam Crymble
Keyword(s):  
Social Media ◽  
Case Studies ◽  
Digital Humanities ◽  
Teaching And Learning ◽  
Scholarly Communication ◽  
Approaches To Teaching ◽  
The World ◽  
Digital Work ◽  
History Of ◽  
The Many

After nearly a decade of scholars trying to define digital work, this book makes the case for a need instead to understand the history of technology’s relationship with historical studies. It does so through a series of case studies that show some of the many ways that technology and historians have come together around the world and over the decades. Often left out of the historiography, the digital age has been transformative for historians, touching on research agendas, approaches to teaching and learning, scholarly communication, and the nature of the archive itself. Bringing together histories and philosophies of the field, with a genre of works including private papers, Web archives, social media, and oral histories, this book lets the reader see the digital traces of the field as it developed. Importantly, it separates issues relevant to historians from activities under the purview of the much broader ‘digital humanities’ movement, in which historians’ voices are often drowned out by louder and more numerous literary scholars. To allow for flexible reading, each chapter tackles the history of a specific key theme, from research, to communication, to teaching. It argues that only by knowing their field’s own past can historians put technology to its best uses in the future.

scholarly journals Editorial: Volume 47 Issue 2

2021 ◽  
Vol 47 (2) ◽  
Author(s):  
Sawsen Lakhal ◽  
Martha Cleveland-Innes
Keyword(s):  
Latin America ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Research On Teaching ◽  
The World ◽  
The Many ◽  
Do So

Collectively, CJLT Issue 2, 2021 brings together the results of research conducted in Europe, Latin America, and Canada. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world for many years and will continue to do so in the coming years. We hope that you will find in our journal answers to the many questions you have about the pedagogical transformations that have been necessary to better adapt to current demands. We thank our reviewers for the time invested in reviewing the manuscripts.

scholarly journals Discussion to the special issue: Supporting the transition of a diversity of students: Developing the “whole student” during and beyond their time at higher education.

2021 ◽  
Vol 9 (2) ◽  
pp. 170-178
Author(s):  
Jacques Van der Meer
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
20Th Century ◽  
South Pacific ◽  
Student Diversity ◽  
Special Issue ◽  
The South ◽  
Wide Range ◽  
The World ◽  
The Many

Apart from the current Covid19 context, the higher education sectors across the world have been faced with major challenges over the last few decades (Auerbach et al., 2018; Haggis, 2004), including increased numbers and diversity. Considering the many challenges in higher education, especially the rise of students’ mental health issues, I am strongly convinced that education sectors, but in particular the higher education sector, have a societal responsibility to not just focus on students as learners of knowledge and/or professional skills, but to support them in being developed as “whole students”. All these challenges also raise a need for research into the broader context to identify how we can better support the diverse student population as they transition into higher education, but also how to prepare them for a positive experience during and beyond their time in higher education. Overall, it can be said that the contributions to this special issue beneficially addressed some of the main foci to widening the perspectives on diversity related to the transition into higher education. The contribution came from different European countries, including Belgium, Germany, Italy, Sweden, Switzerland, The Netherlands and the United Kingdom. De Clercq et al. (in this special issue) indicated that environmental characteristics, such as distinctiveness of countries, is often overlooked in research. In this discussion article, therefore, some particular references will also be made to a specific country, New Zealand. This may be of interest and relevant for the particular questions raised in this special issue as focusing on student diversity in educational contexts has been considered important for some time in this country. Aoteraroa New Zealand is a country in the South Pacific colonised by Europeans in the 19th century. In the second part of the 20th century, the focus across the New Zealand education sectors, including higher education, started to develop beyond just a European perspective, and started to focus more on recognition of student diversity. Initially, the main focus was on the indigenous population, the Māori people. In the last few decades of the 20th century, the focus was extended to the Pacific Island people, many of whom migrated to New Zealand from a wide range of different islands in the South Pacific. In the 21st century, the focus on Culturally and Linguistically Diverse (CALD) groups was further extended, and over the last decade also because of the increase of refugees from the Middle East and Asia. Providing some insights from the other end of the world, in quite a different and de-colonised ex-European nation may help European (and other) countries to reflect on their own approaches.

Cosmopolitanism and Education

2019 ◽  
Author(s):  
Amy Stornaiuolo ◽  
T. Philip Nichols
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Present Moment ◽  
Mutual Understanding ◽  
Critical Approach ◽  
Moral Framework ◽  
The Past ◽  
Science Philosophy ◽  
New Ideas ◽  
Ethical Universalism

In the opening decades of the 21st century, educators have turned toward cosmopolitanism to theorize teaching and learning in light of increasingly globalized relationships and responsibilities. While subject to extensive debates in disciplines like political science, philosophy, anthropology, and sociology, cosmopolitanism in education has primarily been explored as a moral framework resonant with educators’ efforts to cultivate people’s openness to new ideas, mutual understanding through respectful dialogue, and awareness of relationships to distant and unknown others. Scholars have recently called for more critical cosmopolitan approaches to education, in which the framing of cosmopolitanism as a neutral, essentializing form of global togetherness is subject to critique and includes analysis of systems of power, privilege, and oppression. However, while scholarly efforts to articulate critical cosmopolitanisms (in the plural) are still in nascent form in terms of educational practice, recent work in other disciplines offer promise for forwarding such a critical agenda. In sociology, for example, a focus on cosmopolitics foregrounds the labor of creating a shared world through ongoing, often conflictual negotiations that take into account the historical and contemporary political exigencies that shape that process. A framework of cosmopolitics for educators, particularly as a counterpoint to liberal understandings of cosmopolitanism as a form of ethical universalism, will be explored. Such a critical approach to educational cosmopolitanism not only foregrounds the local, everyday actions needed to build connections with others and create common worlds—but also acknowledges the historical and sociomaterial conditions under which such actions take place. A cosmopolitical approach to educational practice thus recognizes multiplicity and contingency—the mobility that locates people and ideas in new relations can just as easily lead to prejudice and bias as tolerance and solidarity—but does so in an effort to understand how social, political, and economic structures produce inequality, both in the present moment and as legacies from the past.

scholarly journals PEMANFAATAN TIK UNTUK PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 63
Author(s):  
NFN Istiyarti ◽  
Eka Purnama Khristiyanta
Keyword(s):  
Quality Control ◽  
Human Resources ◽  
Learning Process ◽  
Technological Progress ◽  
Teaching And Learning ◽  
Quality Education ◽  
The World ◽  
The Many

This paper aims to reveal the importance of the use of ICT for learning. In the implementation of the day - the many obstacles encountered in the implementation. Constraints - the constraints of the infrastructure, the region, human resources, and costs.The results show that technological progress in the  eld of ICT, requires us to master it. It also applies to the world of education in Indonesia, which require to be able to master and apply them in the teaching and learning process in order to produce quality education and quality control of the technology.To overcome the constraints posed it is advisable to pay a ention to and strengthen human resources, budget and infrastructure preparation AbstrakTulisan ini bertujuan untuk mengungkap pentingnya pemanfaatan TIK untuk pembelajaran. Dalam pelaksanaan sehari – hari banyak ditemui kendala dalam pelaksanaannya. Kendala – kendala tersebut yaitu infrastruktur, wilayah, SDM, dan biaya.Hasil kajian menunjukkan bahwa kemajuan teknologi di bidang TIK, mengharuskan kita untuk menguasainya. Hal itu juga berlaku bagi dunia pendidikan di Indonesia yang mengharuskan untuk bisa menguasai dan mengaplikasikannya dalam proses belajar mengajar agar dapat menghasilkan mutu pendidikan yang berkualitas serta menguasai teknologi.Untuk mengatasi kendala yang ditimbulkan maka disarankan untuk memperhatikan dan memperkuat SDM, Anggaran dan penyiapan infrastruktur.

scholarly journals Editorial

2011 ◽  
Vol 28 (3) ◽  
pp. 245-246
Author(s):  
GARY SPRUCE ◽  
PAMELA BURNARD
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Music Education ◽  
Everyday Life ◽  
Teaching And Learning ◽  
Research And Practice ◽  
The Past ◽  
Knowing That ◽  
Education Community

The past 20 years have seen ongoing changes to the musical landscape of everyday life and growing evidence of the power of music and its ubiquity in our lives. The music education community, both academic and professional, are becoming increasingly aware of the need to rethink and change practices of teaching and learning that are likely to be beneficial to all. Knowing that across nations and cultures music accompanies the lives of 3.5-year-olds to 85-year-olds for over 80% of the time makes it all the more important that the topics of research that are featured in this final issue for 2011 reflect an international line up of studies originating from Spain, China, New Zealand, Africa, Australia and Britain. Echoing BJME's original aims ‘to strengthen connections between research and practice’ several articles reflect the rise in prominence of practitioners who undertake research as a means of informing practice and professional development.

Wired for Learning—Web 2.0 for Teaching and Learning

2010 ◽  
pp. 1696-1708
Author(s):  
Irene Chen ◽  
Terry T. Kidd
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
Current Literature ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Educational Practice ◽  
Present Discussion ◽  
The World ◽  
Introductory Discussion

This is an introductory discussion into Web 2.0 technologiesfor teaching and learning. It is based on a review of the current literature and thinking around Web 2.0 and its potential in education. There has been a surge in internet services that attract the label “Web 2.0”. Wide acceptance of this term implies that together these services identify a change in the nature of the World Wide Web. This report seeks to define Web 2.0 and how it can used. Consideration is also given to how these new technologies create opportunities for educational practice. Because these opportunities are not yet being widely taken up, the present discussion focuses on identifying challenges that may be impeding adoption of Web 2.0 ideas in teachingand learning.

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