The Contradictory Role of Technology in Finnish Young People’s Images of Future Schools

Young ◽  
2020 ◽  
Vol 28 (5) ◽  
pp. 465-484
Author(s):  
Elina Nikula ◽  
Tero Järvinen ◽  
Anne Laiho
Keyword(s):  
Young People ◽  
Technological Change ◽  
Teaching And Learning ◽  
Generation Z ◽  
Use Of Technology ◽  
Formative Experiences

The aim of this study is to analyse the views of young people belonging to Generation Z about the role of technology in future schools in 2030. Without listening to young people’s voices, it has been stated that there is a strong need to increase the use of technology and digitalization in teaching and learning. Based on the essays collected from 89 Finnish young people aged 15–18 years from four different regions, this article presents four qualitatively different future images of technology in future schools. Our results show that the representatives of the same generation are divided into different units with different responses to the rapid technological change and hence one of the key formative experiences of their generation.

scholarly journals Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Valentina Dyah Arum Sari
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Smartphone Application ◽  
Listening Skills ◽  
Smartphone Applications ◽  
First Semester ◽  
Generation Z ◽  
Use Of Technology ◽  
Listening Skill ◽  
Post Test

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning  

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.

The Role of Technology in Interdisciplinary Language Teaching

2021 ◽  
pp. 197-218
Author(s):  
Azlin Zaiti Zainal
Keyword(s):  
Science Education ◽  
21St Century ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Language Teaching ◽  
Interdisciplinary Learning ◽  
Interdisciplinary Teaching ◽  
Use Of Technology

In discourses of 21st century learning, there is an increasing emphasis on interdisciplinary learning. In this chapter, the author first looks at previous research on interdisciplinary teaching and learning. Next, the concept of scientific literacy and how this is related to language will be discussed. The intersections between the teaching of science literacy and language teaching and learning will also be explored. This is followed by research on the use of technology in science education and how technology can enhance science literacy.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals The role of the ICT teacher in e-learning-based teaching

2021 ◽  
Vol 26 ◽  
pp. 93-100
Author(s):  
Fetri Sukisworo ◽  
Marsono Marsono ◽  
Widiyanti Widiyanti
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Life ◽  
Face To Face ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning

The Covid-19 pandemic has had a fundamental impact on various aspects of humanity. Starting from attacking health, this pandemic has hit the education sector which is quite influential on human life. Enforcement of regulations while maintaining a distance of about one meter has implications for the education process in Indonesia. Therefore, the educational element must encourage the distance learning process. The term arises because it sees distance learning as an alternative to face-to-face methods so that education can always be held without controversy under any circumstances. This activity raises the use of technology that is used as teaching material for distance education. Distance learning techniques allow users to take advantage of technologies such as online learning. Teachers will be required to abandon using traditional techniques whose methods are somewhat indifferent. Online learning creates internet connectivity and the use of information technology in helping the teaching and learning process that can be applied in Google Classroom. In this article, researchers focus on using Google Classroom in the context of implementing distance learning during the Covid-19 pandemic.

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.

Enhancing Linguistic and Intercultural Competencies through the Use of Social Network Sites and Google Earth

2015 ◽  
pp. 1-22 ◽  
Author(s):  
Ellen Yeh ◽  
Greg Kessler
Keyword(s):  
Social Networking Sites ◽  
Teaching And Learning ◽  
Google Earth ◽  
Literacy Skills ◽  
Global Awareness ◽  
Use Of Technology ◽  
Intercultural Competencies ◽  
Academic Settings ◽  
Language Courses

The purpose of this chapter is to explore the role of global literacy in academic settings as the effect of increasingly digital technologies is being felt across areas of teaching and learning. Digital, global democracies require global literacy skills of individuals for twenty-first century citizenship and intercultural and linguistic competencies. This chapter covers four areas of this topic: (1) the enhancement of global literacy through linguistic and intercultural competencies; (2) the use of technology to enhance intercultural and linguistic competencies in language courses; (3) the use of technology in teacher training for administrators and policymakers; and (4) instructional approaches for using technology (i.e., social networking sites, Google Earth) in the classroom. The chapter also addresses how these technologies are anticipated to change in the future to further support global awareness. Using these social media and geographical tools, students will expand global awareness in education.

MAXIMIZING TELEGRAM APPLICATION FOR TEACHING READING

2017 ◽  
Vol 1 ◽  
pp. 228
Author(s):  
Fhesti Mayang Sari
Keyword(s):  
Mobile Phone ◽  
Teaching And Learning ◽  
School Library ◽  
Group Discussion ◽  
Educational Goals ◽  
Teaching Reading ◽  
Mobile Phone Application ◽  
Use Of Technology ◽  
The World

Curriculum, syllabus and technology are the educational terms with their certain components and importance. They are also could be said as the guidelines for gaining educational goals. The use of mobile phone has become an essential part of nowadays students’ lives in the world. That is why the role of technology is also could not be separated with the content of the syllabus. This article aims to discuss the use of technology−in the form of Telegram as one of the mobile phone application−by inserting it in the syllabus related to the teaching and learning English especially for teaching reading. At the end of the discussion, it is found that those variables are influencing each other. Curriculum is as the reference of syllabus whereas syllabus is as the implementation of curriculum and technology supports them. A teacher could use Telegram by setting up a certain group discussion in a single classroom to maximize the learning process. When the teachers provided a Telegram group discussion with its interesting and appropriate context for students, it is possible to make students curious. When the students’ curiosity occured, the habitual process of reading begins. This could be one of a problem solving of students’ laziness of going to the school library. By the time the students have read several books or articles or another media that they like, the teachers could encourage them to share it with their classmates in some ways by maximizing their Telegram group.

Transformative Learning and Technology in Adult and Vocational Education

2013 ◽  
Vol 9 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Hanlie Liebenberg ◽  
Dion Hendrik Van Zyl
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Learning Context ◽  
Student Body ◽  
Use Of Technology ◽  
Open And Distance Learning ◽  
Nuanced Understanding ◽  
The University

A long-standing focus of research in higher education has been on monitoring the degree of student access to information and communications technology (ICT). Recent debates have moved towards a more nuanced understanding of students’ technological experiences and behaviour. As the world changes, so does higher education and expectations regarding the role of technology within this environment. Universities, which continuously strive to improve teaching and learning, need to accommodate students’ increased use of technology and enhance their proficiency and fluency in accessing and using ICT as these skills are required to succeed in education and in life after graduation. This paper proposes that access to ICT constitutes only one dimension of a more complex and elaborate construct, namely that of ICT sophistication, which concerns students’ level of ICT use, and their experience of and engagement and fluency in ICT. As a basis to evaluate the ICT sophistication of students at the University of South Africa, the researchers drew on the findings of the said university’s surveys conducted in 2011 and 2014. This evaluation also served as a method for segmenting the student body to inform interventions. The results obtained supported findings in the literature that “access” could not be fully understood by drawing a one-dimensional distinction between access and non-access.

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