scholarly journals Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Movi Riana Rahmawanti ◽  
Amalul Umam
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Structured Interviews ◽  
Web 2.0 Tools ◽  
English As Foreign Language ◽  
Course Content ◽  
Writing Class ◽  
Language Classroom

Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.

scholarly journals STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA

2021 ◽  
Author(s):  
Ayodele Ogegbo ◽  
◽  
Oyebimpe Adegoke ◽  
Keyword(s):  
Web 2.0 ◽  
Stem Education ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
User Friendliness ◽  
Immediate Feedback ◽  
Web 2.0 Tools ◽  
Course Content ◽  
Learning Platform ◽  
Quantitative Descriptive

Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

Activating Assessment for Learning

2010 ◽  
pp. 319-342 ◽  
Author(s):  
Denise Whitelock
Keyword(s):  
Web 2.0 ◽  
Staff Training ◽  
Assessment For Learning ◽  
Tool Development ◽  
Next Generation ◽  
Web 2.0 Tools ◽  
Assessment Tasks ◽  
Computer Assessments ◽  
Learning Forward ◽  
Pedagogical Framework

This chapter examines the role Web 2.0 tools can play in promoting the “assessment for learning” agenda. It presents a number of cases of peer, self, and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward—the author calls this “advice for action.” It is argued that in order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of: (1) tool development; (2) staff training; (3) rethinking the assessment tasks; and (4) learning from the assessment tasks.

scholarly journals Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

2021 ◽  
Vol 7 (3) ◽  
pp. 473-485
Author(s):  
Sizwe Blessing
Keyword(s):  
Active Learning ◽  
Mathematics Teachers ◽  
Time Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Case Study Research ◽  
Assessment For Learning ◽  
Structured Interviews ◽  
Learner Participation

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

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