New Literacies in One Rural South African Elementary School

This longitudinal qualitative research study addressed a three-year professional development project, ProjectSouth Africa, we conducted in one rural elementary school, Williams Primary School in the Western Cape of SouthAfrica, with eight Reception to Grade 3 teachers. Our research investigated “What happens when teachers engage in PD that is focused on the integration of simple technologies to teach literacy?” We also studied the extent to which thisPD reflected success in children’s literacy learning, both from the teachers’ perspectives and on national and provincialstandardized tests. We situated this study theoretically in critical literacy as social practice. We adopted a transformativeconstructivist grounded theory (CGT) methodological approach (Charmaz, 2005) that centralized the phenomenastudied which contributes both to personal and societal transformation. This study presents findings from our analysisof a subset of data that focused directly on teachers’ use of technology to teach literacy. We found personal transformation in all eight teachers in their use of technology to create classrooms in which new literacies were enacted. This, we argued, led to societal transformation in that teachers shared this knowledge locally, district-wide, and with other literacy teachers and researchers at an international conference.

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IMPLEMENTATION OF TEACHER SKILLS IN VARYING SOCIAL STUDIES LEARNING THROUGH ONLINE LEARNING AT INPRES LAYANG CITY OF MAKASSAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v6i1.8546 ◽

2022 ◽

Vol 6 (1) ◽

Author(s):

Nur Aida ◽

Nursalam Nursalam ◽

Rosleny Babo

Keyword(s):

Elementary School ◽

Online Learning ◽

Social Studies ◽

Management Skills ◽

Assignment Method ◽

Teacher Skills ◽

Use Of Technology ◽

Lecture Method ◽

Qualitative Descriptive ◽

Learning By Reading

Nur Aida, 2021. Implementation of teacher skills in varying social studies learning through online learning at Inpres Layang Elementary School, Makassar City. Supervised by Nursalam and Rosleny Babo. This research includes qualitative descriptive research. This study aims to determine the skills of teachers in varying IPS through online learning. The results of the study showed that the implementation of teacher skills in varying social studies learning at Inpres Layang Elementary School Makassar, namely a) Variation skills in teaching styles, b) Skills to open and close lessons, c) Skills to explain, d) Skills to ask, e) Skills to provide reinforcement, and f) Class management skills. 2. The results of the interview on the implementation of Teacher Skills in Social Studies Learning through online learning at Inpres Layang Elementary School, Makassar City a) The reaction of students who do not understand online learning, students are very bored because sometimes they do not listen b) Students do not like social studies in online learning by reason of the network less clear and intermittent voice, c) The method used is the lecture method, and the assignment method, and uses the powerpoint media. d) Students like the lecture and assignment method. e) The efforts taken by the teacher in overcoming the difficulties of learning social studies in online learning by reading a lot, students must be trained to be able to listen to learning and arrange the best possible schedule. f) Factors that cause difficulties in online learning, namely students' internal factors, and technical and external factors. g) make use of technology in learning using more via zoom. 3. Implementation of Teacher Skills in Varying Social Studies Learning through Online Learning, the teacher activates students during social studies learning activities through online learning, where students are given assignments, and use power points.Keywords: Teacher Skilss, Learning Variation, Online Learning

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Methodical approach to building system of motivation of the project team

SHS Web of Conferences ◽

10.1051/shsconf/20219701036 ◽

2021 ◽

Vol 97 ◽

pp. 01036

Author(s):

Valeriya Glazkova

Keyword(s):

Project Management ◽

Methodological Approach ◽

Development Project ◽

Project Team ◽

Team Members ◽

Motivation System ◽

Body Of Knowledge ◽

Methodical Approach ◽

Team Motivation ◽

Empirical System

Currently investment and construction activities are based on the implementation of development projects. As any project’s success heavily depends on joint efforts of a project team members, there is an urgent need for a motivation system able to stimulate team members’ result-orientation and satisfy their individual needs. The Project Management Body of Knowledge (PMBOK) methodology is suggested as a basis for building a sound development team motivation system, with its motivational tools correlating to stages of project management. The purpose of this article is to build methodical approach to system of motivation of the development project team. The methodological approach is formed taking into account the correspondence of the goal and the type of motivation depending on the stage of project management, as well as on the basis of the principles of forming the motivation system of the project team. The result is a constructed conceptual model for the development of a motivation system for the development project team based on the principles of PMBOK. Methods of comparative, empirical, system and economic analysis were used to substantiate the propositions put forward in the article.

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Learners and Teachers’ Perspectives on First Additional/L2 Language Learning as Social Practice in the Diverse Community of the University of Western Cape

International Journal of Educational Sciences ◽

10.1080/09751122.2015.11890288 ◽

2015 ◽

Vol 9 (1) ◽

pp. 1-10

Author(s):

John Wankah Foncha ◽

Sivakumar Sivasubramaniam

Keyword(s):

Language Learning ◽

Social Practice ◽

Western Cape ◽

Diverse Community ◽

Teachers Perspectives ◽

The University

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Young Writers Create Digital E-Books Using Nooks

Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5982-7.ch015 ◽

2014 ◽

pp. 307-327 ◽

Cited By ~ 7

Author(s):

Sally Brown

Keyword(s):

Qualitative Study ◽

English Learners ◽

Literacy Development ◽

New Literacies ◽

Second Graders ◽

Diverse Group ◽

Digital Writing ◽

Use Of Technology ◽

Digital Books ◽

First Languages

This chapter presents the details of a year-long qualitative study that investigates the literacy development of a diverse group of second graders as they engage in digital writing experiences at school using the Barnes and Noble Nook e-reader. Twenty students, including eleven English learners whose first languages were Spanish, French, and Korean, immersed themselves in reading e-books and then, wrote and narrated their own digital books using the available tools from the DrawWriteRead app and the Tikatoc.com Website. The findings reveal students developed a sense of agency while developing new literacies through interactions with others. The chapter begins with an introduction to the use of technology with diverse students. Next, an overview about the theory associated with digital and new literacies is discussed. The chapter continues with a review of current research studies focusing on digital writing with young students across a variety of contexts. Finally, this particular study is detailed through a description of the methodology, findings, and conclusions.

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Digital Epistemologies and Classroom Multiliteracies

Handbook of Research on Digital Information Technologies ◽

10.4018/978-1-59904-970-0.ch018 ◽

2011 ◽

pp. 264-283

Author(s):

Heather Lotherington

Keyword(s):

Elementary School ◽

21St Century ◽

New Literacies ◽

Communication Technologies ◽

Home School ◽

Educational Challenges ◽

Urban Elementary School ◽

Socially Responsive ◽

Children's Stories ◽

Opening Up

Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as individualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing divergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?

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New Literacies in New Times

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch018 ◽

2010 ◽

pp. 294-307

Author(s):

Hsiu-Ting Hung

Keyword(s):

Social Practice ◽

Teaching And Learning ◽

Emerging Technologies ◽

New Literacies ◽

Literacy Learning ◽

Multimodal Approach ◽

Language And Literacy ◽

Theoretical Understanding ◽

Emerging Literacy ◽

Literacy As Social Practice

The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores how emerging technologies afford and transcend the practice of literacy in social interaction. The chapter begins with a re-conceptualization of literacy from the perspective of New Literacies Studies and outlines key principles pertaining to the plural notion of literacy to provide a theoretical context for the discussion of a multimodal approach to literacy learning. The chapter then links the development of the emerging literacy approach with the advent of technology to explore new possibilities in language and literacy classrooms. Vignettes of emerging technologies, more specifically, social networking services are also presented to demonstrate possible pedagogic uses of multimodal resources in education. The chapter concludes with directions for future literacy research, promoting a multimodal approach to learning that attends to teaching and learning with emerging technologies.

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Theoretical justification for development as an institution for the development of investment and construction

MATEC Web of Conferences ◽

10.1051/matecconf/201817001117 ◽

2018 ◽

Vol 170 ◽

pp. 01117

Author(s):

Elena Soboleva

Keyword(s):

Construction Industry ◽

Methodological Approach ◽

Development Project ◽

Development Projects ◽

Theoretical Justification ◽

Development Activity ◽

Current Economic Situation ◽

Overall Efficiency ◽

The Impact

The article is devoted to the theoretical aspects of development, project activities, the search and substantiation of the institutional importance of the development of this direction in the current economic situation in Russia, the construction industry, the problems of realizing development projects and the impact of the quality of operational evaluation of development projects on overall efficiency, efficiency and development of construction activities in a crisis and the quality of project management. An algorithm for the formation of development activity as an institution for the development of the investment and construction sphere in Russia has been developed. Theoretically, the algorithm and methodological approach to the quality management of the development project efficiency is justified.

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Teaching integrated math and science: A curriculum and staff development project for the elementary school

Mathematicians and education reform - CBMS Issues in Mathematics Education ◽

10.1090/cbmath/001/06 ◽

1990 ◽

pp. 63-129

Author(s):

Howard Goldberg ◽

Philip Wagreich

Keyword(s):

Elementary School ◽

Staff Development ◽

Development Project ◽

Math And Science

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Schemaspiele

Wittgenstein-Studien ◽

10.1515/wgst.2014.5.1.1 ◽

2014 ◽

Vol 5 (1) ◽

pp. 1-26

Author(s):

Hans Lenk

Keyword(s):

Philosophy Of Language ◽

Social Practice ◽

Methodological Approach ◽

Life Forms ◽

Social Practices ◽

Modeling Processes ◽

Language Games ◽

Special Cases ◽

Different Levels ◽

Active Formation

AbstractThe title of “Schema Games” is certainly insinuated by Wittgenstein’s later philosophy of “Language Games” as a social practice and “life forms” and “Gepflogenheiten” (usages), social practices, action forms and mores and institutions. However, in this article Wittgenstein’s conception is extended to forms of not only language usages and actions but also any form of modeling, structuring and scheme activation in cognition and action as well as subconscious, even neuro-physiologically activated networking and modeling processes. Schemes, schematization and scheme activations as well as reactivations are decisive for any stabilization of meanings, opinions, mental episodes as well as actions, social or individual. There is no cognition or action or thinking and speaking without the activation and reactivation of schemes on different levels.Wittgenstein’s approach of a pragmatic and social practice of language games and life forms based on common and repeated usages of special cases of scheme activations and processes of interpretative constructions (interpretative constructs) may also methodologically be analyzed on different levels, even subconscious ones, to grasp or to constitute cognitive and action-like activities. Active formation and usages play a fundamental and pragmatic role, not only according to Kant under his categories but after Wittgenstein and the present methodological approach in a more flexible way - somewhat like Wittgenstein’s “language games” approach. Not only socially based speech forms and actions as well as “life forms” are dependent on active pragmatic scheme interpretations, but also already many basic processes of representing, cognizing, acting, mustering and modeling, even on subconscious neuronal levels. Any cognition and action whatsoever is scheme-dependent, produced by scheme-interpretative activity on user-oriented and a socio-pragmatic, or even institutionalized basis. Not only do language games rely on scheme activations, but they are, methodologically speaking, special cases of these forms of activation. Thus, the parallelism between “language games” and life forms in Wittgenstein’s sense and “schema games” on the basis of methodological scheme-interpretationism seems to be well-founded.

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