Integrating ICT into teaching and learning — Observations from an elementary level future school in Singapore

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

Download Full-text

iPad Integration in an Elementary Classroom

Pedagogical Applications and Social Effects of Mobile Technology Integration ◽

10.4018/978-1-4666-2985-1.ch003 ◽

2013 ◽

pp. 42-54 ◽

Cited By ~ 1

Author(s):

Jung Won Hur ◽

Amy Anderson

Keyword(s):

Technology Integration ◽

Best Practices ◽

Mobile Technology ◽

Teaching And Learning ◽

Elementary Classrooms ◽

Elementary Level ◽

Full Potential ◽

Learning Tool ◽

Practical Guidance ◽

Grade Classroom

The availability of engaging apps on the iPad and its portability have encouraged many educators to adopt it as a teaching and learning tool in the classroom. However, because iPad integration is new, neither practical guidance nor best practices are yet available. Consequently, the authors integrated 13 iPads into a third grade classroom for a year to facilitate learning while examining how to unlock their full potential. The purpose of this chapter is to present specific elementary-level subject learning lesson ideas for iPads, identifying the advantages and challenges of such integration. They also provide practical tips for mobile technology integration in elementary classrooms.

Download Full-text

Communication Strategies by Indonesian EFL Learners in English Conversation Class

JURNAL ARBITRER ◽

10.25077/ar.8.1.72-81.2021 ◽

2021 ◽

Vol 8 (1) ◽

pp. 72

Author(s):

Agus Wijayanto ◽

Diyah Murti Hastuti

Keyword(s):

Language Learners ◽

English Learners ◽

Teaching And Learning ◽

Speech Act ◽

Communicative Competence ◽

Communication Strategies ◽

Learning Activities ◽

Elementary Level ◽

Efl Learners ◽

Conversation Class

To be able to conduct smooth communication has been the focus of teaching and learning L2. Since the late 1970s, developing language learners’ communicative competence has become the center of L2 teaching. This paper is part of a study investigating how elementary-level English learners at an English course in Surakarta-Indonesia conduct English conversations. It particularly observes how they use communication strategies. The data was obtained through recording the conversations between instructors and the learners in teaching and learning activities. This study revealed that the learners frequently used stalling or time gaining when communicating their ideas or opinions. Assertive was the dominant speech act used by the learners, whereas expressive was the least. This could be because during the learning process, the learners were the ones who answered questions and expressed ideas in response to the instructors’ questions.

Download Full-text

MEDIA PEMBELAJARAN DALAM PEMBELAJARAN TEMATIK INTEGRATIF DI SEKOLAH DASAR

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i3.63 ◽

2020 ◽

Vol 5 (3) ◽

pp. 403-417

Author(s):

Yunita Suryandari

Keyword(s):

Teaching And Learning ◽

Social Values ◽

Adult Life ◽

Learning Processes ◽

Elementary Level ◽

Spiritual Values ◽

Direct Experience ◽

Knowledge And Skills ◽

Teachers And Students ◽

Thematic Learning

In general, learning media is a tool for teaching and learning processes or anything that can be used to stimulate students ' minds, feelings, attention and skills so that they can encourage the learning process. Integrative thematic learning is learning that integrates multiple topics into a theme. This integrative thematic learning provides students with direct experience, and requires students to be more involved in providing comprehensive learning and not being separated.This integrative thematic learning also involves the inculcation of spiritual values and social values which are taught together with the provision of general learning materials.It is very important to use and apply the learning media in integrative thematic learning in elementary schools.This is also focused on the age of children who are still in elementary school and, of course, learning will be of great interest for them when using media that can stimulate and motivatethem to learn. By using appropriate learning media, teachers and students are expected to be able to achieve the planned objectives. Especially students are expected to gain meaningful experience in the spiritual, social, knowledge and skills domains. Thus, learning in schools, particularly at the elementary level can be a foundation for students when they go through adult life so that they become successful humans when they grow up

Download Full-text

Media Pembelajaran dalam Pembelajaran Tematik Integratif di Sekolah Dasar

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i3.126 ◽

2020 ◽

Vol 5 (3) ◽

pp. 403-417

Author(s):

YUNITA SURYANDARI

Keyword(s):

Teaching And Learning ◽

Social Values ◽

Adult Life ◽

Learning Processes ◽

Elementary Level ◽

Spiritual Values ◽

Direct Experience ◽

Knowledge And Skills ◽

Teachers And Students ◽

Thematic Learning

In general, learning media is a tool for teaching and learning processes or anything that can be used to stimulate students ' minds, feelings, attention and skills so that they can encourage the learning process. Integrative thematic learning is learning that integrates multiple topics into a theme. This integrative thematic learning provides students with direct experience, and requires students to be more involved in providing comprehensive learning and not being separated.This integrative thematic learning also involves the inculcation of spiritual values and social values which are taught together with the provision of general learning materials.It is very important to use and apply the learning media in integrative thematic learning in elementary schools.This is also focused on the age of children who are still in elementary school and, of course, learning will be of great interest for them when using media that can stimulate and motivatethem to learn. By using appropriate learning media, teachers and students are expected to be able to achieve the planned objectives. Especially students are expected to gain meaningful experience in the spiritual, social, knowledge and skills domains. Thus, learning in schools, particularly at the elementary level can be a foundation for students when they go through adult life so that they become successful humans when they grow up.

Download Full-text

Fun and Amusement in Teaching: Exploring Various Aspects of Teaching of Mathematics at Elementary Level

sjesr ◽

10.36902/sjesr-vol3-iss2-2020(198-204) ◽

2020 ◽

Vol 3 (2) ◽

pp. 198-204

Author(s):

Dr. Nasrin Akhter ◽

Dr. Munir Khan ◽

Dr. Muhammad Asghar Ali

Keyword(s):

Elementary Teachers ◽

Teaching And Learning ◽

Elementary Level ◽

Teaching Mathematics ◽

Qualified Teachers ◽

Level Ii ◽

Learning Mathematics ◽

Teachers And Students ◽

Teaching Of Mathematics ◽

The Government

Mathematics as a subject is considered difficult as well as interesting and enjoyable. children like its challenge, its clarity, and the fact that you know when you are right. The solution to a problem makes a feeling of excitement and satisfaction. The objectives of the study were (i) to explore the fun and amusement in teaching mathematics at the elementary level (ii) to review the existing and required facilities at the elementary level (iii) to find out how students take fun in learning mathematics at the elementary level. Four elementary schools were taken as a sample of the study. The questionnaires were used with the teachers and students separately n the themes related to the fun, amusement, and effectiveness in teaching Mathematics. On the basis of analysis, it was found that the majority of the teachers were teaching the out-dated curriculum which does not satisfy the socio-economic needs of students. Although teachers s and students had fun in their teaching and learning process. It is found that the elementary teachers and students were not up to the mark because they were less equipped as compared to the physical and other basic facilities which should be available in the schools. It is proposed that all schools, including the English medium schools, must follow the education policy in the teaching of mathematics and curriculum. Furthermore, the trained and qualified teachers should be appointed on merit both in the government and private schools.

Download Full-text

ANALYSIS OF PUNJAB TEXTBOOK OF GENERAL SCIENCE IN CONTEXT OF ENVIRONMENTAL EDUCATION AT 8TH GRADE

Pakistan Journal of Educational Research ◽

10.52337/pjer.v4i3.259 ◽

2021 ◽

Vol 4 (3) ◽

Author(s):

Nazir Haider Shah, Nadia Nazir, Mahek Arshad

Keyword(s):

Content Analysis ◽

Environmental Education ◽

Teaching And Learning ◽

Likert Scale ◽

Learning Model ◽

The Other ◽

Elementary Level ◽

Science Textbook ◽

General Science ◽

8Th Grade

The current research was carried out to analyze the content and to assess teachers’ perception regarding content of general science textbook at the elementary level for grade 8th in the environmental education context. For content analysis general science recommended by Punjab Textbook has been taken. For getting teachers perception, five-point Likert scale was utilized which consisted of 27 statements under the consideration of three components of Palmer’s teaching and learning model a) education about the environment b) education in or from the environment c) education for the environment. The outcomes of the research showed that activities of the content related to environment are more emphasizing towards psychomotor domain instead of equally focusing all domains. On the other hand, teachers’ perception indicate that more improvement is needed in textbook in relation to providing opportunities to boost the skills, knowledge, attitudes among students in order to protect the environment. For instance, an environmental day can be organized in which awareness, knowledge, skills related to environment are provided

Download Full-text

ANALYSING GRAMMAR MISTAKES ON WRITTEN WORKS OF ELEMENTARY STUDENTS

Jurnal Bahasa Inggris Terapan ◽

10.35313/jbit.v2i1.1284 ◽

2016 ◽

Vol 2 (1) ◽

pp. 59-71

Author(s):

Agustia Widiastuti ◽

Dedy Setiawan

Keyword(s):

Elementary Students ◽

Teaching And Learning ◽

Spoken Language ◽

Language Teachers ◽

Elementary Level ◽

Language Students

Students make mistakes because they practice to produce the language. However, sometimes the students do not realize that they make mistakes when they do exercises. Hence, they need to be shown on the mistakes as parts of the feedback that the teacher give in a process of teaching and learning. Written works of elementary students to a certain extent are similar with the spoken language that they produce when they practice. Accordingly, analyzing the grammar mistakes on written works of the language students of elementary level is very useful as it can be used as input for elementary students when they learn to communicate both in oral and written. The present study is an attempt to find out the mistakes that the students make on the basis on their written productions. The result shows there some grammatical aspects that the students constantly produced. As their elementary written work is similar with that in their spoken language, the present study will be beneficial for language teachers in pre-assuming and emphasizing on what to teach in elementary level. Keywords: language errors/mistakes, feedback, written works, elementary students

Download Full-text

Islamic Educational Institutions

American Journal of Islam and Society ◽

10.35632/ajis.v14i4.2232 ◽

1997 ◽

Vol 14 (4) ◽

pp. 35-49

Author(s):

Yusuf Waghid

Keyword(s):

Elementary School ◽

Elementary Education ◽

Teaching And Learning ◽

Educational Institutions ◽

Elementary Level ◽

Cultural Center ◽

Educational Framework ◽

Common Term ◽

Special Places

Historical BackgroundBy way of background, I shall give a brief summary of Islamic educationalinstitutions. First, according to Shalaby, the institution where theQur’an, Hadith (sayings and deeds related to the Prophet Muhammad),Arabic grammar, stories of the prophets, reading, and writing weretaught is the maktub (elementary school). This maktub is different fromthe Dar al-Arqam (see previous article), where the early Muslimsreceived their “quality” of training (educational framework of thinkingand practicing). Bashier describes the Dar al-Arqam as “a sort of schoolout of which the best cadres of nascent Islam graduated.” It is my contentionthat the Dar al-Arqam was more a nmjh (i.e., a place where discussion,teaching, and learning activities took place) Moreover, accordingto Makdisi the maktab became known asthe institution of learning where elementary education took placeand the studies which led to the level of higher education, such asspecialization in law.For him, the maktab was recognized as an elementary school where“khan, calligraphy or writing, . . . [was] taught, as well as the Koran, thecreed (i‘tiqad) and poetry.” This claim is supported by Tibawi whoasserts that “teachers . . . receive[d] pupils in special places possibly aroom in a house . . . for instruction . . . known as [m]aktab or [kuttab,both derived from the Arabic root ‘to write This idea of the maktab ashaving been an elementary school is vindicated by the fact that pupilsentered the school at ages seven to ten, and were placed under the careof the mu‘allim (the most common term used to designate the teacher ofpupils at elementary level). according to Makdisi, studies of the maktabled to study in a “masjid-college or madrasa and to the halqat of theSecond, after the arrival of the Prophet (May the peace and blessingsof Allah be upon him) in Madinah, the first mosque in Islam (MasjidQuba) was erected. The mosque became the major institution in Islamfor the dissemination of Islamic education, and its importance cannot bedenied. It was used as a political and cultural center, a court of justice, aneducational institution, and above all a place of worship. For this reason,the mosque is considered the “first institution of learning.” ...

Download Full-text

IMPLEMENTASI KURIKULUM 2013 TINGKAT PENDIDIKAN DASAR MADRASAH IBTIDAIYAH NEGERI (MIN) DI KABUPATEN ACEH SELATAN

AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH ◽

10.47498/ihtirafiah.v1i01.585 ◽

2021 ◽

pp. 1

Author(s):

Masni Masni ◽

Hanifuddin Jamin ◽

Maya Agustina

Keyword(s):

Religious Education ◽

Teaching And Learning ◽

Curriculum Implementation ◽

School Principals ◽

Curriculum Evaluation ◽

Elementary Level ◽

The South ◽

Qualitative And Quantitative ◽

The Subject ◽

Selection Of

Research was carried out on the subject of "Implementation of the 2013 curriculum for the elementary level of the State Islamic Middle School (MIN) in South Aceh Regency". This research was conducted at MIN in the South Aceh Regency and included up to 27 MINs. This research was conducted using a triangulation of research method, blending or mixing a qualitative and quantitative. The selection of the research sample was done by randomsampling. The stages of the research include the distribution of research instruments in the form of questionnaires to be filled out by the teacher, subsequent observations and interviewswith the headmaster and the teachers of the MIN. The results of the questionnaire on the success rate of curriculum implementation in 2013 showed the "medium" category with a percentage of 69.50%, while for the "high" and "low" categories, each showed a figure of 6.78%. The results of interviews with school principals and MIN teachers revealed that the implementation of the 2013 curriculum in MIN in South Aceh Regency had been applied for 3 years specifically for Islamic Religious Education (PAI) subjects. The obstacles MIN teachers face in the South Aceh Regency area are the teachers' lack of understanding of theimplementation of the teaching and learning process, the design of learning devices, limited facilities and supporting infrastructure, IT mastery and the use of 2013 curriculum evaluation applications.

Download Full-text