Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages

RELC Journal ◽  
2018 ◽  
Vol 49 (2) ◽  
pp. 179-194 ◽  
Author(s):  
Phillip A. Towndrow ◽  
Andrew J. Pereira
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Language Instruction ◽  
Socially Constructed ◽  
Speakers Of Other Languages ◽  
Technological Developments ◽  
Digital Stories ◽  
Key Terms ◽  
The Impact

The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL). Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a ‘personal’ sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher’s exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content- and skills-based language instruction.

Technology and In/equality, Questioning the Information Society

2019 ◽  
Vol 5 (1) ◽  
pp. 183-194
Author(s):  
Flis Henwood ◽  
Sally Wyatt
Keyword(s):  
New Media ◽  
Information Society ◽  
Social Inequalities ◽  
Digital Technologies ◽  
Gender Inequalities ◽  
Media Technology ◽  
Technological Developments ◽  
Discrimination And Oppression ◽  
And Control ◽  
Key Terms

Abstract At the beginning of the 21st century, we co-edited a book called Technology and In/equality, Questioning the information Society. In that book, we focused on access and control of media technology, education and skills with a particular focus on gender and global economic development. The editors and contributors were all committed to approaching teaching and research about digital technologies and society from an interdisciplinary perspective. In this article, we reflect on how the debates about digital inequalities have developed over the past 20 years, and on our current understanding of “technology” and “in/equality,” the key terms in the title of the book. In this article, we examine what has stayed the same and what has changed, through the lens of gender. We argue that while digital technologies have clearly changed, inequalities have persisted. Contrary to popular belief, access is still an issue for the global south, as well as for marginalised communities throughout the world. We also show how gender inequalities and hierarchies are reproduced in digital spaces, demonstrating that even where women have equal access, possibilities for discrimination and oppression remain. We conclude by arguing that there remain important tasks for scholars of technology and new media, namely to monitor the material and symbolic significance of new technological developments as they emerge and to examine the ways in which they may reflect and re-produce social inequalities.

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

scholarly journals Media Availability and Utilization in Education Institution

2015 ◽  
Vol 2 (3) ◽  
pp. 244-249
Author(s):  
P. Ravi Kumar ◽  
P.A. Varghese
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Agricultural Development ◽  
Human Life ◽  
Interactive Media ◽  
Education Institution ◽  
Future Generation ◽  
Vital Role ◽  
The Media ◽  
The Impact

Media plays a vital role in educational programs, health communication and agricultural development. Without a vibrant media no society can function well. The Media plays a significant role in forming and influencing people’s attitudes and behaviour. Gone are the days of chalks and blackboard and the technological changes have brought in digital projection and interactive classrooms. In this new world of interactive media networks, traditional education technology and ignorance of new media are looked down upon. In schools and colleges some of the media are used in teaching and learning. Educational media is a systematic way of designing, carrying out and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication In the present age, when scientific developments have made the human life comfortable, media education has gained much importance. Many authors and philosophers have made valuable observations about media and their utilization in schools. So, today Media is very essential tool in education institutions. Without media we can’t imagine the life of the future generation and their knowledge. In this way the present study is an effort to focus on availability of media and their utilization in education institution. In the present study researcher used the survey based on Questionnaire and Interview. Survey based on Questionnaire was used for students to get the information and Interviews were conducted with teachers and administrators of the schools. The researcher chose four schools in Bhadravathi City. The study is located in Bhadravathi Taluk of Shimoga District in Karnataka State. Two Government schools of Kannada medium and two private institutions of English medium are chosen to analyze the impact of language on education and utilizing media. The study also explain the authorities interest and teachers knowledge, weather they have a sufficient training to operate media devices, and know how to effectively link with curriculum and co-curricular activities of the school. This paper also brings out the procedural and pattern wise issues with regard to media availability and utilization in educational institutions.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 244-249 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12824 

scholarly journals Food Marketing Influences Children’s Attitudes, Preferences and Consumption: A Systematic Critical Review

Nutrients ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 875 ◽  
Author(s):  
Rachel Smith ◽  
Bridget Kelly ◽  
Heather Yeatman ◽  
Emma Boyland
Keyword(s):  
New Media ◽  
Food Marketing ◽  
Noncommunicable Diseases ◽  
Product Packaging ◽  
Research Attention ◽  
Wide Range ◽  
Food Attitudes ◽  
Marketing To Children ◽  
Key Terms ◽  
The Impact

Exposure to the marketing of unhealthy foods and beverages is a widely acknowledged risk factor for the development of childhood obesity and noncommunicable diseases. Food marketing involves the use of numerous persuasive techniques to influence children’s food attitudes, preferences and consumption. This systematic review provides a comprehensive contemporary account of the impact of these marketing techniques on children aged 0–18 years and critically evaluates the methodologies used. Five electronic academic databases were searched using key terms for primary studies (both quantitative and qualitative) published up to September 2018; 71 eligible articles were identified. Significant detrimental effects of food marketing, including enhanced attitudes, preferences and increased consumption of marketed foods were documented for a wide range of marketing techniques, particularly those used in television/movies and product packaging. Together, these studies contribute strong evidence to support the restriction of food marketing to children. However, the review also signposted distinct gaps: Firstly, there is a lack of use of qualitative and physiological methodologies. Secondly, contemporary and sophisticated marketing techniques used in new media warrant increased research attention. Finally, more research is needed to evaluate the longer-term effects of food marketing on children’s weight.

Digital Story-Making in Support of Student Meaning-Making

2013 ◽  
pp. 192-203 ◽  
Author(s):  
Gail Matthews-DeNatale
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Meaning Making ◽  
Sensory Experience ◽  
Visual Media ◽  
Learning Sequence ◽  
Digital Story ◽  
Digital Stories ◽  
Student Meaning ◽  
The Impact

Learning design is critical to success when using visual media to enhance learning. This process involves beginning with the end goals in mind and working backwards to craft a thoughtful learning sequence. Through a pair of case studies, this chapter demonstrates the role student-generated digital stories can play in helping students make meaning of firsthand learning experiences. Digital story-making engages students in a multi-modal, multi-sensory experience that deepens engagement and improves the memorability of learning. Educators are under increasing pressure to provide evidence of the impact that coursework has on student learning, and student-generated digital stories provide valuable artifacts of learning.

How Innovative Technologies Are Improving the Delivery of E-Assessment in Higher Education

2022 ◽  
pp. 137-161
Author(s):  
Paula Miranda ◽  
Pedro Isaías ◽  
Sara Pifano
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Innovative Technologies ◽  
Core Practices ◽  
Technological Developments ◽  
Evolution Of Technology ◽  
The Impact

The impact of the swift evolution of technology has rippled across all areas of society with technological developments presenting solutions to some of society's greatest challenges. Within higher education, technology is welcomed with the necessary caution of a sector that is responsible for educating and empowering the future workforce. The progressive, and more recently accelerated, digitalisation of education causes the core practices and procedures associated with teaching and learning, including assessment, to be delivered in innovative formats. Technology plays a central role in the delivery of e-assessment, widening its possibilities and broadening its methods and strategies. This chapter aims to examine how innovative technologies are shaping and improving the delivery of e-assessment in the context of higher education. More specifically, it examines the role of artificial intelligence, gamification, learning analytics, cloud computing, and mobile technology in how e-assessment can be delivered.

In the Web of Doubts and Prospects. Consequences of the Digitisation of the Modern Society

2017 ◽  
Vol 9 (1) ◽  
pp. 7-20
Author(s):  
Tomasz Łachacz ◽  
Joanna Dziekońska
Keyword(s):  
New Media ◽  
Information And Communication Technologies ◽  
Modern Society ◽  
Net Generation ◽  
Digital World ◽  
Life Itself ◽  
Technological Developments ◽  
The Media ◽  
State Of Affairs ◽  
The Impact

New information and communication technologies are an inherent part of the contemporary man’s living space. Since their very beginning, the media have always, to a lesser or greater extent, determined the functioning of individuals. Today, however, due to unlimited access, impressive growth of the media market and human creativity in the area of new technological developments, the involvement of mass media in people’s lives is taking on a new, unprecedented dimension. Such a state of affairs was envisaged as early as in the middle of the last century by, among others, M. McLuhan, who wrote that “the new media will transform us entirely: nothing will remain unchanged, untouched”, or J. Baurdrillard, who speculated at the time that media would become the life itself. Nowadays, these speculations are taking on a real form, especially as regards the net generation, which is an audience strongly dominated by the impact of the media for a simple reason, i.e. because its representatives — contemporary children and young people, unlike adults, were born and have been growing up in the digital world. Thus, the article is an attempt to present opportunities, challenges and threats involving widespread use of the latest technologies by digital natives. The authors show consequences of the phenomenon in the social, cultural, educational and security dimensions through references to the Polish and foreign literature, focusing on ambivalent implications of changes in the net generation’s way of thinking, communicating, collecting information and learning. Moreover, the article gives examples of juvenile perpetrators of attacks who were strongly linked with the virtual world prior to committing their crimes.

scholarly journals Microlearning for improved student outcomes in higher education: A scoping review

2020 ◽  
Author(s):  
Adrian B. R. Shatte ◽  
Samantha Teague
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Scoping Review ◽  
Interdisciplinary Research ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Small Scale ◽  
Motivation To Learn ◽  
Key Terms ◽  
The Impact

This paper aims to synthesise the literature on technology-based microlearning in higher education. Six education, information technology, and interdisciplinary research databases were searched using key terms relating to technology-based microlearning in higher education. Articles were assessed by two reviewers, and data were extracted on the article’s microlearning features, supporting technologies, educational discipline, and outcomes for teaching and learning . Articles were then synthesised via narrative review. Forty papers focusing on the application of technology-based microlearning to higher education were identified. Three keys themes emerged, including: (i) methods for microlearning design and delivery; (ii) the impact of microlearning on objective student outcomes (e.g. academic performance and participation); and (iii) the impact of microlearning on subjective student outcomes (e.g. motivation to learn and user experience of using microlearning technologies). Overall, the application of microlearning to higher education has demonstrated a range of benefits for both objective and subjective student outcomes. With the majority of studies reporting on small-scale studies conducted across various disciplines, it is evident that there is significant room for further research on the application of technology-based microlearning to further understand the nuances of its application in higher education. Combined, the results of the current study collate the existing evidence on the benefits and limitations of microlearning in higher education, and can thus assist educational practitioners in incorporating microlearning content into their own teaching materials.

scholarly journals Using Digital Stories to Promote Students’ Learning and Understanding of Poems in Secondary School

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Meaning Making ◽  
School Context ◽  
Mixed Method Study ◽  
Multiple Data ◽  
Post Test ◽  
Digital Stories ◽  
Integrate Technology

In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context.

The impact of translanguaging and acculturation towards implementation of the Incremental Indigenous African Languages programme in former Model-C schools (Alfred Nzo West District, Eastern Cape)

2021 ◽  
Author(s):  
◽  
Jeremia Lepheana
Keyword(s):  
Primary Schools ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Analytical Framework ◽  
Language Instruction ◽  
Future Research ◽  
African Languages ◽  
Model C ◽  
The Impact

This thesis explores the possibilities of multilingual language instruction within multi-ethnic classrooms in former Model-C schools shaped by multiple discursive practices. The researcher reviews current research on multilingualism and teaching and proposes strategies for overcoming the English prescriptivism, and monolingual mind-set in education. The research reported in this dissertation is both a qualitative and quantitative study, which sought to investigate the patterns of translanguaging in classrooms in five primary schools in Alfred Nzo West district (Maluti sub-district). In quantitative research, questionnaires were used to gather data from teachers and learners. In the qualitative research methodology, document analysis method of collecting data was employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Language in Education Policy formed the major analytical framework for this study. The aim of the study was to investigate the impact of translanguaging as it is used by teachers and learners in the class in selected primary schools in Alfred Nzo West district. The research focuses on how primary school learners and their teachers engage with teaching and learning, and the strategies that teachers use to promote the use of two or three languages in classrooms to help learners to understand content and concepts in English, Sesotho and isiXhosa as there are multi-ethnic classrooms in the district. The dissertation concludes with some reflections on the findings, implications of the findings for future research and training, and recommendations to use the languages of school children as rich resources for teaching and learning. The Socio-cultural theory formed the theoretical framework that guided this study. According to Vygotsky’s theory of cognitive development, children learn through social interaction that includes collaborative and cooperative dialogue with someone who is more skilled in tasks they are trying to learn. The findings of this study show the misunderstandings of the LiEP, translanguaging and multilingual education. The study also shows the lack of confidence in the ability of African languages to provide quality education.

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