The Role of “Place” and Context

2017 ◽  
pp. 64-70
Author(s):  
Janice L. Waldron
Keyword(s):  
Music Education ◽  
Technology Use ◽  
Local Context ◽  
Music Learning ◽  
Cultural Assumptions ◽  
Learning And Teaching ◽  
Musical Genre ◽  
Use Of Technology ◽  
Local Contexts

In our eagerness to embrace the virtues of the “new,” we sometimes fail to critically examine the a prioris of the thing we are extolling—which, in the case of this book, is the use of technology in music learning and teaching. Advocates of technology use in the field usually begin by raising relevant issues based on personal but localized narratives. Although this is a good place to start—people rarely argue for change not grounded in their own experiences—building arguments for technology use requires a nuanced interpretation of what technology in music learning and teaching means to and for practitioners and researchers in specific local contexts. How does technology’s evolution from “thing” to “thing and place” change our perceptions of its use(s) in music learning and teaching? How do the roles of local context, cultural assumptions, and musical genre fit into a discussion of what constitutes technology and technology in music education?

Commentary: Music Learning and Teaching through Technology

2012 ◽  
pp. 428-432 ◽  
Author(s):  
Evangelos Himonides
Keyword(s):  
Music Education ◽  
Music Learning ◽  
Learning And Teaching ◽  
Modus Vivendi

This article presents an overview of Section 5 of the Oxford Handbook of Music Education, Volume 2. The section commences a critical but also constructive discourse about the role of “any” technology within the broader fields of music and education. The contributors have chosen different perspectives and foci in instigating this discourse, all of them diverse but, arguably, all celebrating how essential technology is (or should be) in our music infused modus vivendi.

Social and Informational Affordances of Social Media in Music Learning and Teaching

2020 ◽  
pp. 425-442
Author(s):  
Anabel Quan-Haase
Keyword(s):  
Social Media ◽  
Music Education ◽  
Future Research ◽  
Positive Outcomes ◽  
Music Learning ◽  
Learning And Teaching ◽  
The Social ◽  
21St Century Learners ◽  
The Many

This chapter examines the role of social media in music learning and teaching with the aim of discerning the affordances created by specific features and functions. While much scholarship has outlined the many merits and possibilities of including social media in formal and informal music education, not much is known about what aspects of social media lead to positive outcomes. Music education is defined broadly here and includes both learning about music and learning with the purpose of achieving classroom goals. The majority of research either tends to focus on single platforms or discusses social media more generally. The present chapter starts with a close look at the affordance concept, tracing its historical roots and problematizing its definition. The chapter then discusses how various affordances can contribute to different aspects of music education. Much of the literature on social media has examined the social affordances of social media and neglected to consider the informational affordances. The chapter argues that both social and informational affordances are important in investigations of social media for music education. Finally, conclusions are discussed for 21st-century learners, and the advantages of employing the affordances framework in studies of music education and social media are outlined. Future research based on the affordances framework that could examine what features and functions of social media are beneficial for music learning and teaching are examined, including discussion of a series of constraints placed on learners and teachers by the technology.

Emerging Role of Technology in Health Education for Youth

2016 ◽  
pp. 1447-1464
Author(s):  
Amir Manzoor
Keyword(s):  
Health Education ◽  
Young People ◽  
Technology Use ◽  
Youth Of Color ◽  
Current State ◽  
Use Of Technology ◽  
Usage Patterns ◽  
Health Related ◽  
Insight Into

The Information Technology (IT) produces significant impact on the emotional and social health of young people. It is obvious that IT is playing an increasingly important part in people's lives. This chapter reviews the current state of youth health and the role of digital landscapes in health education of youth. The chapter also provides insight into how youth, particularly youth of color, use technology to learn, communicate, and discuss various health-related issues. Specific technology needs and usage patterns are identified and success of various initiatives of use of technology for health educations is assessed. Various implications and recommendations are provided for optimizing technology use in young people health education.

Learner-Centered Teaching and the Use of Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Annette Greer ◽  
Vivian W. Mott
Keyword(s):  
Technology Use ◽  
Theoretical Models ◽  
Learning Technologies ◽  
Future Trends ◽  
Teaching With Technology ◽  
Scholarship Of Teaching ◽  
Learner Centered ◽  
Use Of Technology ◽  
The Impact

This article explores the use of various learning technologies as tools for facilitating learner-centered teaching. The article offers another perspective on the scholarship of teaching with technology—through discussion of various theoretical models of learner-centered teaching, the role of technology on the student/instructor relationships, the impact on technology in different educational settings and contexts, and learners’ cultural differences. The article concludes with a brief discussion of future trends, cautions, and speculations related to technology use in learner-centered teaching.

Between world culture and local context

2017 ◽  
Vol 61 (4) ◽  
pp. 374-388
Author(s):  
Jelena Brankovic
Keyword(s):  
Alternative Explanation ◽  
Higher Education Governance ◽  
Local Context ◽  
World Culture ◽  
Theoretical Interest ◽  
Education Governance ◽  
World Society Theory ◽  
Local Contexts ◽  
The World

World society theory argues that actor empowerment in local contexts is driven primarily by the expanding world culture, rendering alternative explanations weaker in comparison. This article explores one such alternative explanation and offers an account of actor empowerment which highlights the role of identity constructed in local interaction. The article imports insights from identity theory to show how identities constructed in interaction may complement those derived from the world culture. To explore the phenomenon of theoretical interest, the case of a historical empowerment of Serbian universities in the post-2000 period, as an actor in the national higher education governance, is considered.

because of the role of er front office um in hotel

2006 ◽  
Vol 11 (3) ◽  
pp. 305-323 ◽  
Author(s):  
Martin Warren
Keyword(s):  
Language Learning ◽  
English Language ◽  
Local Context ◽  
Additional Contribution ◽  
Partial Explanation ◽  
Lexical Cohesion ◽  
Learning And Teaching ◽  
Front Office ◽  
Signal Divergence

This paper describes lexical cohesion across participants in a discourse, and across discourse events, and the additional contribution made by speakers’ choices of prominence in the cohesive chains. The choice of prominence is made to communicate what is perceived to be situationally informative in the local context of interaction (Brazil 1985 and 1997). This study describes a connection between a speaker’s choice of a lexical or non-lexical word in a cohesive chain and the speaker’s choice of prominence and, in doing so, offers a partial explanation to the question Hoey (1991:17) asks of Winter (1974 and 1979): ‘under what circumstances do we use one (cohesive device) rather than the other?’. It also describes how the selection of prominence across speakers in a discourse can signal divergence and convergence between them. Lastly, the paper discusses the pedagogical implications of the study with regard to English language learning and teaching.

scholarly journals Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

2022 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Clever Ndebele ◽  
Munienge Mbodila
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Technology Use ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Historically Disadvantaged ◽  
Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

Commentary: Music Learning and Teaching During Adolescence: Ages 12–18

2012 ◽  
pp. 435-440
Author(s):  
Gary Spruce ◽  
Oscar Odena
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teaching ◽  
Music Learning ◽  
Learning And Teaching ◽  
Key Issues ◽  
The Way

This article focuses on music teaching and learning during the adolescent years by identifying and exploring key issues, concepts, and debates that particularly impact on, or are significant for, the musical experiences and development of young people during this period of their lives. A number of key themes emerge from the discussions that cause us to question assumptions about the role of music in the lives of adolescents, including how young people use and relate to music, and the way music educators can best meet the challenges of addressing young people's musical and wider needs in the range of contexts in which their musical learning and experiences take place.

Does Education Level-Out Expectable Everyday Technology Device Differences in Older Adults with and without Mild Cognitive Impairment?

2020 ◽  
Vol 17 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Laura Schmidt
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Technology Use ◽  
Well Being ◽  
Education Level ◽  
Use Of Technology

Objectives: The competent use of technology is increasingly essential for quality of life in old age, hence autonomy, well-being, security, and participation. However, the potential of technology use for the large group of those with mild cognitive impairment (MCI) being at risk for losing their independence needs more research. In this work, we concentrate on the role of education and examine whether its impact for technology performance differs among those with and without MCI.

Promoting Family Involvement through Using Technology

2010 ◽  
pp. 149-161
Author(s):  
Vivian Gunn Morris ◽  
Satomi Izumi-Taylor ◽  
Cheri Lewis Smith ◽  
Denise L. Winsor
Keyword(s):  
Early Childhood ◽  
Family Involvement ◽  
Family Relationships ◽  
Technology Use ◽  
School Communication ◽  
Advantages And Disadvantages ◽  
Use Of Technology ◽  
The Family ◽  
Problems And Solutions

In this chapter the authors have provided an overview of some of the ideas about families and technology use in early childhood programs. The four authors are university faculty and provide their thinking and some experiences with family involvement and teacher training. The chapter is framed with the idea that families are the first teachers of children and play a major role in learning. There is a special introductory section written by Denise Winsor, who piloted the Family Builders and Family Preservation grants in the 1980’s. Winsor provides insight into the role of family in early childhood education. The next section explores technology that is used to facilitate family involvement and building family involvement through technology. The authors briefly discuss some of the issues, problems and solutions to technology within family relationships and the role you might play as a professional. They try to address the advantages and disadvantages of family/school communication approaches to developing technology relationships with caregivers. They have included some real world examples from practitioners and how they help our students conceptualize technology use with families. The last section includes helpful advice for families concerning appropriate use of technology with their child. The authors hope this chapter helps you think about the role of families in your classroom and how technology can work for the development of stronger relationships as well as academic support.

Sign in / Sign up

Export Citation Format

Share Document