scholarly journals Multi-Disciplinary Approaches to Learning and Teaching in Kenya: Use of Video Games in Education

2021 ◽  
Vol 15 (3) ◽  
pp. 61-74
Author(s):  
Anne Achieng Aseey
Keyword(s):  
Developing Countries ◽  
Video Games ◽  
Teaching And Learning ◽  
Electronic Devices ◽  
Urban Setting ◽  
Easy Access ◽  
Smart Devices ◽  
Learning And Teaching ◽  
Digital Devices ◽  
Video Games In Education

Education is one sector that tries to be consistent despite facing several changes. Vari- ous factors and emerging trends have affected the sector both positively and negatively. The scope of the digital divide is more pronounced in the developing countries and the COVID-19 pandemic exacerbated the technological struggles in Africa more than before. Technology is an enabler in education but not in all contexts because it also causes other challenges that increase the vulnerability of learners and educators in diverse circumstances. The proliferation of digital devices, especially mobile and smart devices, has brought in new changes and innovative ideas that have impacted the sectors input, output, and outcome. Leaners have demonstrated various degrees of adoption and absorption of new devices, and simultaneously educators have integrated and adapted to new pedagogies that resonate with the situation. As a continent, Africa has experienced an emerging trend with digital and non-digital devices interconnected for educational purposes on demand whenever needed. In developing countries like Kenya, more innovative ways of learning have been harnessed for learning and teach- ing purposes .With the penetration of the World Wide Web, the internet of things, availability of electronic devices, and improvement in information communication and technology infrastructure. Video games, which can be played on many platforms and electronic devices, can easily be leveraged for teaching and learning purposes. This study was conducted among learners and educators in an urban setting in Nairobi County, Kenya. The study investigated the potential of video games in education as used by leaners and teachers. The findings indicated that most leaners targeted had personal mobile devices. This gave them easy access to video games, which led to the popularity of these games. The findings also indicated that the leaners were not allowed to use digital devices like mobile phones in the classroom at school but had limited access to video games through desktops and laptops available in their institutions. The findings also showed that the majority of teachers were not keen on using video games for teaching and learning purposes, and this scenario presented a disparity in and a barrier to using multi-disciplinary approaches and integrating technology in teaching and learning. The study recommended that, with more electronic devices available for leaners and other education stakeholders, it is necessary to harness video games for learning and teaching purposes to allow for innovation, discovery, critical thinking, and experiential learning among learners.

scholarly journals DIGITAL MEDIA AND TECHNOLOGICAL CHALLENGES FOR MEDIA EDUCATION IN PAKISTAN

2020 ◽  
Vol 2 ◽  
pp. 23-35
Author(s):  
Faiza Muneeb ◽  
◽  
Sana Mehmood ◽  
Saliha Mehboob ◽  
◽  
...  
Keyword(s):  
New Media ◽  
Digital Media ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Media Education ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Media Technologies ◽  
Digital Devices

This paper aims to record concerns of media education currently under debate in Pakistan. It indicates three main study trends. The first trend is concerned about Pakistani digital technology users, their skills in technologies especially digital media usage and the second about new media learning and teaching methods by using new media tools like mobile devices, tablets, social media networking, which needs new technical and technological framework. The last trend deals with literacy concerning digital education, related to both the skills required by digital media students have to progress and what educators especially faculty members have to be trained about these media technologies. In order to achieve objectives pertaining to these trends, semi-structured interviews of students and educators are conducted. Concerning the first trend, we observe a division of perspectives and understanding between those who believe that all we need is new media education for old academic solutions and those we think there is a need of changing academic styles, thus allowing it to grow into a new standard. For this purpose, they stress that digital devices should be made an integral part of today’s classrooms. Concerning the second trend, we observe a consensus on teaching and learning by using digital devices as the most useful, helpful tools. Mostly, the school educators have their own laptops, tablets, and mobile phones however, they stressed on a combination of ethics, education and utilization of digital media in a good manner. Finally, the notion of literacy concerning digital media which has received significant consideration be defined in various ways particularly in the south Asian context. Keywords: Digital Media, Digital Technology, Native Educators, Pakistan

scholarly journals Mobile technology to promote education 4.0 in Vietnam

2020 ◽  
Vol 4 (4) ◽  
pp. 1-6
Author(s):  
Loc My Thi Nguyen ◽  
Tuong Sy Hoang
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Electronic Devices ◽  
Mobile Technologies ◽  
Smart Devices ◽  
Mobile Platforms ◽  
Current Context ◽  
Google Play

Currently, with development of technology, the use of gadgets like smart devices (smartphones, tablets) is becoming more common. In recent years, mobile technologies play an increasingly important role in students’ lives, study and scientific research. In addition, currently most students in higher education institutions use smartphones. Many universities use electronic devices such as smart phones, laptops, computers, and tablets as teaching devices and building websites that run on mobile platforms or developing applications that can be easily downloaded from google play or Apple store. Therefore, this article focuses on analyzing the perspectives as well as the application of learning on mobile devices in higher education 4.0. Surveys of students owning a mobile device and doing their learning on a mobile phone show that the currently students owning mobile devices is high and will continue to increase. The data was analyzed through the calculation of the proportion of responses in the questionnaires. The article also summarizes the results of short discussions about the results of the research, finding that mobile technologies play an important role in teaching and learning in the current context of higher education in Vietnam. Based on the results, the authors recommend that more studies should be done to provide knowledge regarding the application and development of mobile technologies in learning and research of students towards the era of industrial revolution 4.0 (IR4).

scholarly journals Understanding emergent teaching and learning practices: iPad integration in Polish school

2020 ◽  
Author(s):  
Lucyna Kopciewicz ◽  
Hussein Bougsiaa
Keyword(s):  
Technology Integration ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Small Scale ◽  
Technology In The Classroom ◽  
Video Ethnography ◽  
Learning And Teaching ◽  
Digital Devices ◽  
Educational Culture ◽  
Learning Practices

AbstractThe appearance of tablet technology in the classroom is considered an obvious modernisation milestone. In the last few years school professionals in Poland have made large investments in digitalisation, especially through one to one model (1:1), using digital devices such as tablets. Researches on tablet technology integration in school classrooms convince that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is a driving question for the present study. This research contributes knowledge and new insights into learning and teaching practices in two classrooms in a Polish primary school that were observed over a longer perspective of three school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the school under analysis. These changes were identified through the data collected by means of classroom video ethnography (63 teaching hours of recording) and follow-up interviews (18) with classroom’s teachers. The analysis resulted in three distinct maps of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices. The findings point out that tablet technology integration needs the alignment of the classroom pedagogy - technology relationships.

Video Games in Education

2012 ◽  
Author(s):  
Yan Peng Lim ◽  
Pei Shin Lim ◽  
Azmawati Mohd Lazim
Keyword(s):  
Video Games ◽  
Video Games In Education

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

Utilization of E-Resources of the Faculty, Staff Members and Students of Agricultural College and Research Institute, Killikulam

2018 ◽  
Vol 8 (3) ◽  
pp. 100-103
Author(s):  
T. Sundararajan ◽  
P. Balasubramanian
Keyword(s):  
Higher Education ◽  
Easy Access ◽  
Teaching And Research ◽  
Learning And Teaching ◽  
Staff Members ◽  
Research Activities ◽  
Agricultural College ◽  
Library Users ◽  
Intellectual Activities ◽  
Research Institute

Intellectual activities Therefore, most of the universities in our country have started investing profusely to provide better service to their library users through easy access of e-resources for the advancement of learning and teaching and research activities. Agricultural College and Research Nowadays E-resources have essentially become part and parcel of higher education in its entire Institute, Killikulam also has provided quality e-resources for the access of its library users with all required infrastructures. The present study explores the availability of different e-resources, awareness of e-resources, the impediments encountered at the time of accessing the e-resources and the objectives of utilization of e-resources in Agricultural College and Research Institute, Killikulam.

Innovations in Learning and Teaching for Manufacturing Engineering under Ubiquitous Computing and Distributed on Mobile Devices Smartphones and Tablets

2017 ◽  
Vol 903 ◽  
pp. 84-91
Author(s):  
Carlos Pazo Martín ◽  
Francisco Aguayo González ◽  
María Estela Peralta Álvarez ◽  
Mariano Marcos Bárcena ◽  
María Jesús Ávila Gutiérrez
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Information Technologies ◽  
New Technologies ◽  
Educational Innovation ◽  
Information And Communications Technology ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Engineering Information ◽  
Manufacturing Engineering

The new technologies of information and communication have opened up new possibilities for training in the field of manufacturing engineering. Information and communications technology contribute to flexible process of teaching and learning thanks to the ease of creating, processing and dissemination of content. They are also an opportunity to improve new learning environments, closer to actual production contexts. But to achieve an efficient process of learning, methodologies (that are based on ICT) should be adapted to the students’ characteristics, the contents and the context. This paper aims to design a model of teaching and learning from educational innovation with the use of information technologies applied to training Manufacturing Engineer using mobile devices as a teaching resource. The tool will be designed to self-education situated in learning contexts and incorporates different instructional strategies for student learning and teacher monitoring.

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