scholarly journals Who cares about the digital culture at school?

2021 ◽  
pp. 270-282
Author(s):  
Elisabete Cruz ◽  
Fernando Albuquerque Costa ◽  
Carolina Pereira
Keyword(s):  
Learning Outcomes ◽  
Social Practice ◽  
Basic Education ◽  
Qualitative Change ◽  
Shared Responsibility ◽  
Decision Makers ◽  
Digital Culture ◽  
Ministry Of Education ◽  
Learning Area

The article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Namely, experts and specialists who, within the scope of the Learning Outcomes Project launched by the Portuguese Ministry of Education, supported the legitimation of ICT as a transdisciplinary learning area, consenting to shared responsibility in promoting digital culture. Based on the study carried out, involving 11 interviews, the article reveals the reasons that justify the detachment from a social practice that, paradoxically, was desired to be more articulated, integrated, and open to digital culture.

scholarly journals ITINERÁRIOS DE LEITURA NA CONTEMPORANEIDADE: PEDAGOGIAS E PRÁTICAS LEITORAS NA CULTURA DIGITAL

2019 ◽  
Vol 21 (1) ◽  
pp. 135-158
Author(s):  
Sarah Suzane Bertolli ◽  
Alexandre Ferreira da Costa ◽  
Agostinho Potenciano de Souza
Keyword(s):  
Curriculum Development ◽  
Teaching Practices ◽  
Information Technologies ◽  
Classroom Practices ◽  
Basic Education ◽  
Digital Culture ◽  
Ministry Of Education ◽  
Contemporary Education ◽  
Reading Teaching

Este trabalho tem por tema a leitura no cenário da educação brasileira contemporânea, partindo da análise dos discursos didático-normativos e das práticas de linguagem em sala de aula vinculadas à educação básica. Objetiva-se verificar quais práticas para a formação de leitores são sugeridas nos documentos do Ministério da Educação (MEC) que norteiam o currículo e a prática docente. Para realizar este estudo, consideramos o objeto em sua perspectiva histórica e discursiva, refletindo sobre as transformações e regularidades dos conteúdos, estratégias, práticas, habilidades e expectativas de aprendizagem da leitura na escola, tendo em vista o recorte temporal dos Parâmetros Curriculares Nacionais (PCN, 1997) até a Base Nacional Comum Curricular (BNCC, 2017), com análise documental e também revisão bibliográfica desse tema, à luz das teorias de Chartier (1999, 2011, 1988), Bakhtin (1979, 2011) e Rojo (2012). Constatamos que nessa contemporaneidade digital, na qual estamos imersos, a leitura está atrelada à perspectiva dos multiletramentos, e sua práxis pedagógica é enunciada em normativas partindo de teorias do texto e do discurso, as quais serão reconhecidas na BNCC, ainda que não estejam, nesse documento, devidamente creditadas. Concluímos que as práticas leitoras na cultura das tecnologias da comunicação e da informação tendem a ser mais fluidas, embasadas não em procedimentos estanques, mas em itinerários possíveis, aludindo à navegação – metáfora e também nomeação da leitura em rede, ou seja, realizada na internet. Palavras-chave: Leitura. Ensino. Discurso. Multiletramentos. CONTEMPORARY READING ITINERARIES: READING PEDAGOGIES AND PRACTICES IN DIGITAL CULTURE Abstract: This paper addresses reading in the Brazilian contemporary education scenario, starting from the analysis of didactic-normative discourses and classroom practices related to basic education. The objective is to verify which reader formation practices are suggested in the Brazilian Ministry of Education documents that guide curriculum development and teaching practices. Based on Chartier (1999, 2011, 1988), Bakhtin (1979, 2011), and Rojo (2012), the object was taken in its historical and discursive perspective and considered the transformations and regularities of contents, strategies, practices, abilities and expectations of reading learning at school, in view of Brazilian curricular guidelines (PCN, 1997; BNCC, 2017). Results point that, in this digital culture in which we are immersed, reading is tied to the perspective of multiliteracy, and its pedagogical praxis is enunciated in regulations based on text and discourse theories that can be recognized in BNCC, though not directly stated. It is argued that reader practices in this culture of new communication and information technologies tend to be more fluid, based not on closed procedures, but on possible itineraries, alluding to navigation as a metaphor and a way of naming network reading. Keywords: Reading. Teaching. Speech. Multiliteracies.

專業西班牙文翻譯課程實施自主學習之成效探討

2021 ◽  
Vol 26 (26) ◽  
pp. 093-126
Author(s):  
吳仙凰 吳仙凰
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Course Design ◽  
Life Time ◽  
Curriculum Planning ◽  
Team Work ◽  
Autonomous Learning ◽  
Ministry Of Education ◽  
Curriculum Guidelines

<p>教育部《十二年國民基本教育課程綱要總綱》強調學生是自發主動的學習者，學校教育應誘發學生的學習動機與熱情，並培育學生成為具有社會適應力與應變力的終身學習者。因此，本研究旨在探討專業西班牙文翻譯課程實施自主學習之成效，並實施問卷調查，了解學生對於翻譯教學結合自主學習之看法，包括課程設計、合作方式、成績評量及學習成效等面向。研究結果指出，藉由翻轉課堂上教師與學生之角色、鬆綁教學控制與結合控制動機等方式可誘發學生的學習動機並提升翻譯能力。</p> <p>&nbsp;</p><p>The Curriculum Guidelines of the 12-Year Basic Education of the Ministry of Education emphasize that students should be spontaneous and motivated learners. Thus, the role of schools is to stimulate students’ learning motivation and enthusiasm in order to prepare them for future societal adaptation and obtain the ability to be a life-time learner. Thus, this study aims to analyze the effects of integrating autonomous learning into the specialized Spanish translation class. The survey findings cover the following aspects: 1) course design: curriculum planning and didactic methodology and process; 2) translation assignments: individual and team work, semester-end learning projects; 3) translation assessment; 4) learning effectiveness. According to the students’ feedback from the questionnaires, the research demonstrates that students’ learning motivations and translation competences can be fostered in autonomous learning by the following methods: changing the roles of teachers and learners in the classroom, allowing students to decide their own learning strategies, and combining controlled motivational factors to encourage students.</p> <p>&nbsp;</p>

scholarly journals Framing Smart Meter Feedback in Relation to Practice Theory

2018 ◽  
Vol 10 (10) ◽  
pp. 3553 ◽  
Author(s):  
Hanna Mela ◽  
Juha Peltomaa ◽  
Marja Salo ◽  
Kirsi Mäkinen ◽  
Mikael Hildén
Keyword(s):  
Renewable Energy ◽  
Water Consumption ◽  
Social Practice ◽  
Practice Theory ◽  
Decision Makers ◽  
Smart Meter ◽  
Smart Metering ◽  
Smart Meters ◽  
Domestic Energy

Smart metering is advancing rapidly and consumption feedback from smart meters is expected to help residents to reduce their energy and water consumption. In recent years, more critical views have been expressed based on theories of social practice, arguing that smart meter feedback ignores the role of various mundane practices where energy and water are consumed and instead targets individuals as active decision-makers. We present a review of qualitative studies on smart meter feedback and results of a survey to European smart metering projects. We argue that theories of social practice can be used to reframe the challenges and potentials of smart meter feedback that have been identified in the literature and our survey. This presents challenges of smart meter feedback as resulting from normalised resource intensive practices rather than from uninterested and comfort-loving individuals. Potentials of improving the effectiveness of smart meter feedback relate to supporting communities and peer-learning and combining smart meter feedback with micro-generation of renewable energy. This has implications for how domestic energy and water consumption is targeted by policy.

scholarly journals Conceptualizing health literacy promotion in second language courses based on a realistic review

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Basic Education ◽  
Theory Of Change ◽  
Local Health ◽  
Ministry Of Education ◽  
Language Courses ◽  
Education Courses ◽  
Relevant Factors

Abstract Background Second language courses (SLC) and adult basic education courses are considered appropriate settings for promoting health literacy (HL) of vulnerable and hard-to-reach migrants and refugees. Yet, these courses and the process of HL promotion in SCL are not yet empirically well-understood. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of SLC in HL promotion and developed interventions to improve the HL of newcomers. This study's aim was to analyze projects on HL promotion in SCL and to develop an empirically based theory of change. Methods We conducted a systematic literature search on HL and SCL on four databases (PubMed, PsycInfo, ERIC, google scholar) and a free online research. Two researchers screened titles, abstracts and full-text and identified 20 articles of 13 interventions eligible for a realistic review (Pawson 2005). We extracted the context and characteristics of the programs, methods, results, influences and triangulated the data to create a model. Results Despite the heterogeneous contexts, HL can be successfully promoted in SLC. The theory of change unfolds key program activities, outputs and outcomes, supporting factors and their relationships, and specifies the roles of teachers, health professionals, schools and students. The study reveals factors ensuring sustainability e.g. integrating health topics in the standard SLC, capacity building of teachers and institution, partnerships with local health services and focusing on language for health. Conclusions HL can be improved in SLC, but interventions need to adapt flexibly to the context and situation. Further relevant factors and process are depicted in the empirical-informed model facilitating the development of interventions and to advance the discussion on HL in SLC. Key messages Empirical data proves second language courses are adequate settings for promoting health literacy. The empirically-informed theory of change helps to guide the development of promising interventions to develop health literacy in second language courses.

scholarly journals Finnish Case of Basic Education for All – With Quality Learning Outcomes

2014 ◽  
Vol 4 (1) ◽  
pp. 6-23 ◽  
Author(s):  
Lea Kuusilehto-Awale ◽  
Tapio Lahtero
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Basic Education ◽  
Education For All ◽  
High Level ◽  
The University ◽  
Quality Learning ◽  
Mathematics And Science

This article views behind the success of the Finnish basic education in the PISA assessments in the years 2000, 2003, 2006 and 2009. Success is here defined not only as excellent learning outcomes in reading literacy, mathematics and science, but also as a high level of educational equity and equality. The achieved outcomes are attributable to several factors, of which this article addresses especially the basic education reform of 1972-1977 and the university based teacher education leading to a master’s degree. Additional attention is paid to the autonomy of the municipalities (counties), schools and teachers in building and implementing the curricula, on the respect for learning and teachers in the Finnish society, and on the role of the Finnish evaluation system in supporting the student’s learning. Developing education is a long range effort continuing across election terms, as education is understood to be a cornerstone for the development of the society. This fact justifies our describing some of the Finnish national background bases for the comprehensive basic education system, where all students study in the same group.DOI: http://dx.doi.org/10.3126/jer.v4i1.9619 Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 1-18

scholarly journals THE ROLE OF ISLAMIC EDUCATION TEACHERS IN DEVELOPING THE CITIZENSHIP VALUES AMONG POST-BASIC EDUCATION STUDENTS IN THE SULTANATE OF OMAN

2019 ◽  
Vol 5 (15) ◽  
pp. 1517-1534
Author(s):  
Aziza Saif Harith Alkharusi ◽  
Noor Azizi Bin Ismail
Keyword(s):  
Learning Outcomes ◽  
Basic Education ◽  
Islamic Education ◽  
Sultanate Of Oman ◽  
Education Students ◽  
High Satisfaction ◽  
Study Population ◽  
The Media ◽  
Negative Impacts

This quantitative study aimed to investigate Islamic education teachers’ role in developing citizenship values among students in the post- basic school (Grades 11-12) in the Sultanate of Oman. Many studies have revealed that citizenship values not addressed adequately through the curriculum, and teachers experience many challenges in teaching citizenship values in the era of globalization and modernity. Therefore, this study planned to examine the effectiveness of Islamic education teachers in developing citizenship values, and to investigate challenges facing them in achieving such learning outcomes. To achieve these aims, a questionnaire designed to examine the perceptions of supervisors and senior Islamic teachers. Random sample of (152) supervisors and senior Islamic teachers was selected from the whole study population of (274). Results showed that supervisors and senior teachers of Islamic education express high satisfaction regarding Islamic education teachers’ effort in developing citizenship values among their students. However, the study revealed several challenges facing the Islamic education teachers to be more effective in teaching citizenship values. Challenges associated with increased negative impacts of the media identified to be at the top list. Keywords: teacher role, citizenship values, post-basic education.

scholarly journals Implicit Theories of Directors in the Exercise of Pedagogical Leadership

2019 ◽  
Vol 8 (2S11) ◽  
pp. 522-528
Keyword(s):  
Basic Education ◽  
Implicit Theories ◽  
Shared Vision ◽  
Leadership Role ◽  
Pedagogical Practice ◽  
Ministry Of Education ◽  
Main Method ◽  
Institutional Climate ◽  
Depth Interview

This research article seeks to answer two questions: "What are the main Implicit Theories that can be inferred from principals about Pedagogical Leadership in some Alternative Basic Education Centers (CEBA) in Arequipa in a context of educational and teaching reforms?" and "What level of affinity do the Implicit Theories of CEBA principals have with that of their teachers about Pedagogical Leadership? The research was of a descriptive level, with a qualitative approach, and case studies were chosen as the main method. We worked with 10 directors to whom an in-depth interview was applied, which was transcribed and the corresponding analyses were made from this compilation. In addition, a Perceptions Scale was used on the pedagogical management of principals and teachers of CEBA itself. In a complementary manner, the field notebook was applied as a review of documents and tools for the analysis of discourse. The general results reveal that in the provisional categories such as shared vision, teacher training, conditions and results, institutional climate, student protagonism, curricular pertinence, reflection on pedagogical practice and pedagogical accompaniment, and the emerging categories such as access to leadership, role focus, key concept, central purpose, contextual problems, role of principals and specialists, and aspects of ABE normativity, principals have an Administrative-Centered Theory, more Conservative than Renewal Type. The few managers with a Pedagogical Centered Theory are more affiliative than transformative. Likewise, it was found that in general teachers have perceptions that are not aligned with those of their CEBA directors, which makes Pedagogical Leadership complex, making it necessary to build a distributed Pedagogical Leadership in a broad sense, rather than reducing it to the learning processes in the classroom, a fact that should contemplate the trainings promoted by the Ministry of Education

Kepemimpinan Kepala Pesantren dalam Implementasi Program Wajar Dikdas di Pondok pesantren Salafiyah (Studi Kasus di PP. Darutta’lim Wadda’wah Malang).

2019 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ahmad Muammar ◽  
Zaedun Na'im
Keyword(s):  
Elementary Education ◽  
School Leadership ◽  
Leadership Style ◽  
Education Program ◽  
Basic Education ◽  
Boarding School ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Inhibiting Factors

Many students from the Salafiyah Islamic boarding school cannot continue their education to a higher level because of constraints in formal diplomas. Basic education program is one of the programs of the Ministry of Religion to overcome this. However, in its implementation it depends on the pesantren's own stakeholders, such as the role of the pesantren caregivers, pesantren head and pesantren instructors. Like in PP. Darutta'lim Wadda'wah Malang, which is one of the pesantren in Malang that has implemented a fair education program. In this case, the role of the head of the pesantren is very influential. Therefore, researchers are interested in carrying out research related to how the leadership of the pesantren head in implementing the fair education program. The focus of this research is about (1) How is the leadership of the pesantren head (2) how is the implementation of this program and also (3) what are the supporting factors and inhibiting factors of the program.The results of this study found that (1) Leadership characteristics of Darutta'lim Wadda'wah Islamic boarding school leadership in the implementation of the Elementary Education Program included in a democratic leadership style, including: Prioritizing deliberation in decision making, involving pesantren stakeholders in making policy, and providing opportunities to all pesantren stakeholders to give their opinions for the achievement of the success of the Elementary Education Program at the Darutta'lim Wadda'wah boarding school. (2) Implementation of the Basic Education Fair Program in PP. Darutta'lim Wadda'wah started with the socialization of the Ministry of Education, after the socialization activities, the City Ministry of Education also provided guidance to pesantren who wanted to implement the Elementary Education Program in their pesantren. Guidance includes how the licensing process to how the evaluation later. (3) Supporting factors for the implementation of the Basic Education Program at the Darutta'lim Wadda'wah boarding school include: the support of pesantren caregivers, the availability of educational infrastructure, experienced teaching staff, and the availability of supporting books. While the inhibiting factors include: the lack of time for learning activities, the tutor has not been able to get an educator certificate, the problem of funding, although getting assistance from BOS funds, the size depends on the number of students, learning facilities are still lacking, and limited teaching time for teachers.

scholarly journals The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

10.28945/4417 ◽  
2019 ◽  
Vol 18 ◽  
pp. 395-417 ◽  
Author(s):  
Islam Alomari ◽  
Hosam Al-Samarraie ◽  
Reem Yousef
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Systematic Reviews ◽  
Learning Task ◽  
Decision Makers ◽  
Educational Decision ◽  
Gamified Learning ◽  
Meta Analyses

Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.

scholarly journals FUTURE EDUCATION FOR KINDERGARTEN TEACHERS

2020 ◽  
pp. 23-44
Author(s):  
Ban Ismail MAHMOUD
Keyword(s):  
Basic Education ◽  
Kindergarten Teachers ◽  
Female Teacher ◽  
Ministry Of Education ◽  
Process Of Change ◽  
The Future ◽  
The Difference ◽  
The Individual ◽  
Future Education

Future education or the vision of the future ineducation is that it occupies abasic position in the process of change that have aclear impact on his future, so it is the pracess of future orientalism, and a process inherent to the individual since the beginning of creation, so future eduction and its dimensions for the development and education is considered basic. Education,whether as variable for societal trans formation or aprimry driver for this trans formation is byvirtue of its role and nature the most vulnerable aspects of Socity to changes that the future entails and the challenges it imposes will necessanily bring about violent changes in the education system its philosophy, its role and its institutions meathods and methods. The cldrrent researchaims to identify; 1. Dimensions of future eduation for kindergarten teachers To achive the goals; 1.1. The res carcher did the folloing; 1.1.1. The future Education Dimensions scale (Ryoosh) 2019 was adopted, consisting of (46) paragrafs. The researcher vesified the distinct strength. And internal consistenay the results of the concluded that 1. Kindergarten teachers to not have the scientific and future dimesion as. The difference was not statistically significant the researcher recom mended som recommedations; 1. The role of the ministry of Education to encourage and streng than kindergarden techers by providing allrequirements and faci that help themin educationg children. 2. Working to pay attention to all future dimensions of female teacher. The researcher reached some suggestions; 1. Asimilar study on university. Students in all majors and for both sexes, males males – females. 2. A study aimed at building aprogram to develop the scientific and future dimension of kindergarten teachers. Keywords: Kindergarten, Dimensions of Education, Parameters and Education.

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