Mathematical Learning Opportunities in Kindergarten through the Use of Digital Tools: Affordances and Constraints

2013 ◽  
Vol 8 (03) ◽  
pp. 171-185
Author(s):  
Martin Carlsen
Keyword(s):  
Learning Opportunities ◽  
Digital Tools ◽  
Mathematical Learning

A self-tracking study of international students in France: Exploring opportunities for language and cultural learning

ReCALL ◽  
2019 ◽  
Vol 31 (3) ◽  
pp. 276-292
Author(s):  
Nicolas Guichon
Keyword(s):  
International Students ◽  
Exploratory Study ◽  
Smartphone Application ◽  
Learning Opportunities ◽  
Digital Tools ◽  
Cultural Learning ◽  
Language Competence ◽  
Linguistic Development ◽  
Academic Environments ◽  
The Social

AbstractThis exploratory study focuses on international students’ usage of digital tools in order to understand what role such tools play in the transition to their new academic environments and what learning opportunities they provide. Not only do digital tools accompany international students’ social, cultural, and linguistic transitions as they move to France to further their language competence, but their usage also reveals part of the social and semiotic adjustments they have to make in the process. Sixteen international students who volunteered for the study were given a smartphone application with which they could track learning opportunities by taking pictures and writing textual commentaries. The data, collected over a period of five weeks, thus include the resulting entries these participants shared in their mobile multimodal diaries with the researchers, as well as an end-of-project debriefing that was conducted to shed further light on the international students’ digital habits and their attitudes towards self-tracking. This study indicates that digital tools can play an important and pervasive role in facilitating international students’ linguistic development and their dealings with everyday life abroad. It also confirms that self-tracking apps can be instrumental in enhancing students’ awareness of learning opportunities outside the classroom.

scholarly journals The Usage of Books Containing Augmented Reality Technology in Preschool Education

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 150-174
Author(s):  
Monika Kelpšienė
Keyword(s):  
Augmented Reality ◽  
Preschool Education ◽  
Learning Opportunities ◽  
Educational Process ◽  
Digital Tools ◽  
Smart Devices ◽  
New Learning ◽  
Augmented Reality Technology ◽  
Expression Of Emotions ◽  
Augmented Reality Game

The article analyses the importance of augmented reality technology in preschool education. It discloses augmented reality functions, digital tools and smart devices that supplement Lithuanian language books for preschool children, and the situation of their application in the process of preschool education. The results of the analyses show that books with augmented reality technology are perfectly suitable for developing the skills of cognition of the environment, exploration, perception, and expression of emotions and artistic expression. In addition, children learn to use software and other different digital tools. The results of the study of educators’ insights suggest that there is a whole range of ways to use books with augmented reality technology. The usage of books containing augmented reality technology provides opportunities to enrich the traditional educational methods and to make them more effective. These books supplement the educational process and encourage both - educators and children to develop the following skills: cognition of the environment, the concentration of attention, training of memory, enrichment of vocabulary, learning to read, creativity, learning sounds, ability to use software. According to the information provided by foreign researchers the most commonly used technologies in education are: mobile applications; augmented reality based on the motionsensing program; picture books with augmented reality technology; augmented reality game systems. The usage of books containing augmented reality for education opens up new learning opportunities.

scholarly journals Mathematical Modeling Projects Oriented towards Social Impact as Generators of Learning Opportunities: A Case Study

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 2034
Author(s):  
Lluís Albarracín ◽  
Núria Gorgorió
Keyword(s):  
Mathematical Modeling ◽  
Road Safety ◽  
Social Impact ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
Mathematical Learning ◽  
The One ◽  
The Impact

This paper presents a case study carried out at an elementary school that led to a characterization of mathematical modeling projects aimed at generating social impact. It shows their potential as generators of mathematical learning opportunities. In the school project, upper-grade students (sixth grade, 11-year-olds) studied the way in which the rest of the students at the institution traveled from their homes to school. Its purpose was to identify risk points from the standpoint of road safety and to develop a set of recommendations so that all the children could walk safely to school. In our study, we identified, on the one hand, the mathematical learning opportunities that emerged during the development of the project and, on the other, the mathematical models created by the students. We discuss the impact of the project on the different groups in the school community (other students, parents, and teachers). We conclude with a characterization of the mathematical modeling projects oriented towards social impact and affirm that they can be generators of mathematical learning opportunities.

Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks

2007 ◽  
Vol 10 (4-6) ◽  
pp. 261-277 ◽  
Author(s):  
Edward A. Silver ◽  
Lawrence M. Clark ◽  
Hala N. Ghousseini ◽  
Charalambos Y. Charalambous ◽  
Jenny T. Sealy
Keyword(s):  
Professional Learning ◽  
Learning Opportunities ◽  
Mathematical Learning ◽  
Learning Tasks

scholarly journals “Technology Brings Learning to Life”: Planning Writing Opportunities through Multimodal and Digital Resources

2019 ◽  
Vol 21 (2) ◽  
pp. 52-68
Author(s):  
Carol Doyle-Jones
Keyword(s):  
Qualitative Study ◽  
Elementary Teachers ◽  
Digital Technology ◽  
New Literacies ◽  
Learning Opportunities ◽  
Digital Tools ◽  
Digital Resources ◽  
Writing Curriculum ◽  
Life Planning ◽  
Technology Tools

This paper illustrates how participating elementary teachers plan their literacy-based curriculum and create learning opportunities for writing through multimodal resources and digital technology tools in their classrooms. A theoretical lens of New Literacies (Coiro et al., 2008; Leu et al., 2013) guides this qualitative study. Through comprehensive interviews and an analysis of activity resources and digital tools, how teachers plan and design writing curriculum with a multimodal focus and create opportunities for collaboration and enhancing authorship are discussed.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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