DIGITAL TECHNOLOGY AND INTERDISCIPLINARY TEACHING PRACTICES: THE DEVELOPMENT OF DIGITAL AUTHORIAL EDUCATIONAL MATERIALS IN THE UNDERSTANDING OF TEACHING PRACTICES

2017 ◽  
Author(s):  
Luciana de Lima ◽  
Robson Loureiro ◽  
Brena Aguiar ◽  
Gabriela Teles
Keyword(s):  
Digital Technology ◽  
Teaching Practices ◽  
Educational Materials ◽  
Interdisciplinary Teaching

Meaningful Music Learning Through Integration

2018 ◽  
Vol 32 (1) ◽  
pp. 23-25
Author(s):  
Brittany Nixon May
Keyword(s):  
Teaching Practices ◽  
Learning Opportunities ◽  
General Music ◽  
Music Learning ◽  
Music Classroom ◽  
Interdisciplinary Teaching

Integration and interdisciplinary teaching practices can provide students with meaningful and relevant learning opportunities in the general music classroom. This column presents a couple of examples on how to approach creating integrated lessons.

scholarly journals Interdisciplinary teaching practices: Reflections from a teaching triangle

2021 ◽  
Vol 11 (5) ◽  
pp. 10
Author(s):  
Melba Sheila D’Souza ◽  
Bala Raju Nikku ◽  
Cael Field
Keyword(s):  
Reflective Practice ◽  
Learning Environments ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Pedagogy ◽  
Interdisciplinary Teaching ◽  
Self Study ◽  
Study Methodology ◽  
Interdisciplinary Relationships ◽  
Professional Teaching

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

scholarly journals Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown

2021 ◽  
Author(s):  
Paul Drijvers ◽  
Daniel Thurm ◽  
Ellen Vandervieren ◽  
Marcel Klinger ◽  
Filip Moons ◽  
...  
Keyword(s):  
The Netherlands ◽  
Teacher Beliefs ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Teaching Practices ◽  
Future Research ◽  
Assessment Data ◽  
Secondary Mathematics Education ◽  
Alternative Teaching

AbstractThe COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.

scholarly journals Czy pojawienie się technologii informacyjno-komunikacyjnych w klasie szkolnej oznacza zmianę praktyk nauczania i uczenia się?

2020 ◽  
Vol 50 (3) ◽  
Author(s):  
Lucyna Kopciewicz
Keyword(s):  
Digital Technology ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Learning Activities ◽  
Small Scale ◽  
Classroom Teachers ◽  
Learning And Teaching ◽  
Educational Culture ◽  
Learning Practices

Research on technology integration in school classrooms convinces 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 the driving question for the present study. This research contributes knowledge on learning and teaching practices in 19 early education classrooms observed over two 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 schools under analysis. These changes were identified through the data collected by means of structured classroom observation (283 teaching hours) and interviews with classroom teachers. The analysis resulted in three distinct sets of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices.

scholarly journals Examination of secondary school teachers' opinions regarding interdisciplinary teaching

2018 ◽  
Vol 9 (1) ◽  
pp. 91-124
Author(s):  
Burcu Gürkan
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Process ◽  
Effective Learning ◽  
Adequate Knowledge ◽  
Interdisciplinary Teaching ◽  
Content Analysis Method

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.

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