scholarly journals A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis

2021 ◽  
Author(s):  
Jillianne Code ◽  
Rachel Ralph ◽  
Kieran Forde
Keyword(s):  
Transformative Learning ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Meaning Making ◽  
At Risk Students ◽  
Transformative Learning Theory ◽  
Equity And Access ◽  
Technology Educators ◽  
Teaching Learning ◽  
Disorienting Dilemma

Abstract The way individuals interpret and reinterpret their experience is central to meaning-making and, ultimately, to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

scholarly journals Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 115-136
Author(s):  
Eleoussa Polyzoi ◽  
Karen Magro
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Frames Of Reference ◽  
Transformative Learning Theory ◽  
New School ◽  
Canadian Education ◽  
Internship Experience

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.            Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference

scholarly journals Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation

2021 ◽  
Vol 6 ◽  
Author(s):  
Nguyen Van Hai
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Performance Assessments ◽  
Learning Activities ◽  
Training Process ◽  
Teaching Learning

Student performance assessments play an important role in the training process. They reflect how well students performed their learning activities. The goals of assessment are multiple according to their functions. Among assessment forms currently applied at higher education institutions, the formative assessment shows its strength over others by offering great contributions to the innovation of teaching and learning activities. Appropriate use of this form of assessment leads to a successful teaching and learning process, and a much better result and quality of training. This paper focuses on the view of formative assessment management from teachers’ lenses in order to help adjust teaching/learning methods and curriculums. To learn more about the reality of formative assessment for English majors and how it is managed by various stakeholders, a questionnaire and interviews were used. The investigation's findings reveal a substantial lack of teacher knowledge of the nature and strengths of formative assessment. These findings also point to new ways to increase student motivation through the use of formative assessment.

scholarly journals The use of gamification to teach in the nursing field

2018 ◽  
Vol 71 (3) ◽  
pp. 1038-1045 ◽  
Author(s):  
Talita Candida Castro ◽  
Luciana Schleder Gonçalves
Keyword(s):  
Quantitative Analysis ◽  
Nursing Students ◽  
Technological Innovation ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Traditional Practices ◽  
Content Structure ◽  
Qualitative And Quantitative ◽  
Innovation Research ◽  
Teaching Learning

ABSTRACT Objectives: To investigate whether the course offer with elements of gamification contributes to the formation of competences in Informatics in Nursing; and evaluate it based on teaching and learning criteria and content structure. Method: Exploratory, applied and technological innovation research, with a qualitative and quantitative approach, developed at a university in the southern region of the country between February and November 2016. Participants were professors (5) and nursing students (10). Results: The adoption of gamification was considered an interesting and innovative approach, as an alternative to traditional practices and applicable to Nursing teaching. In the quantitative analysis, it was observed that the course contemplates the set of evaluated criteria. Final considerations: Gamification contributes to the formation of competences among Nursing students for positively influencing the teaching-learning process. It can be understood as one more resource in the teaching work with a view to student motivation and meaningful learning.

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

Transformative Career Education in Schools and Colleges

2020 ◽  
Author(s):  
Anthony Barnes
Keyword(s):  
Transformative Learning ◽  
Career Education ◽  
Development Theory ◽  
Transformative Learning Theory ◽  
Approaches To Teaching ◽  
Considerable Evidence ◽  
Potential Benefits ◽  
Teaching Learning ◽  
Supporting Structures ◽  
Pedagogical Approaches

This chapter makes the case for transformative career education in schools and colleges by drawing on the links that can be made between career development theory and transformative learning theory. Transformative career education has the power to make profound and lasting differences to young people’s lives. It is not well researched, although there is considerable evidence that career education can have small to moderate impacts often for modest inputs. The scope and value of career education in the curriculum are often contested. This chapter explores the potential to achieve radical and progressive outcomes from more ambitious programmes of career education. It explores the potential benefits for individuals, the economy, and society in relation to how people live, learn, and work in rapidly changing and unpredictable times. It discusses how career education can be embedded in the curriculum and explores the supporting structures, systems, and technologies that schools and colleges can harness to facilitate transformative career education. Last, the chapter describes effective pedagogical approaches to teaching, learning, and assessment that can assist learners in transforming their self-understanding, their relation to others, their potential to act, and their worldview.

Drawing thinking: Illustration as pedagogy

2019 ◽  
Vol 4 (2) ◽  
pp. 327-340
Author(s):  
Jason Hirons ◽  
Mel Brown
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Transformative Learning Theory ◽  
Critical Writing ◽  
Writing Practices ◽  
Creative Education ◽  
The Way

Abstract The idea of Illustration Pedagogy initially came out of Transformative Learning Theory a learning theory that incites students to challenge their own assumptions and utilizes ideas of drawing & writing, making & thinking in the learning journeys of our students from the first day that they arrive on the course. This project explores the way, as lecturers, we can approach the design and delivery of taught modules in ways that develop the skills of student illustrators, their knowledge and understanding through critical writing practices which combine drawing and illustration. The projects discussed here are across levels 4, 5 and 6 on the undergraduate BA (Hons) Illustration degree at Plymouth College of Art. Creative education by necessity requires a creative approach to pedagogy, and we have developed the Illustration Pedagogy project using the tools and contexts of illustration itself in the teaching and learning on the programme.

Transformative Learning

2019 ◽  
Vol 10 (4) ◽  
pp. 1-15
Author(s):  
Laura Landry-Meyer ◽  
Su Yun Bae ◽  
John Zibbel ◽  
Susan Peet ◽  
Deborah G. Wooldridge
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Good Practice ◽  
Transformative Learning Theory ◽  
Face To Face ◽  
Short Term Study ◽  
Teaching In Higher Education

The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

scholarly journals MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND STUDENTS’ PERSPECTIVES

ATTARBIYAH ◽  
2017 ◽  
pp. 205
Author(s):  
Ummy Khoirunisya’ Masyhudianti ◽  
Endang Fauziati
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Meaning Making ◽  
Multimodal Literacy ◽  
Writing Ability ◽  
Multimodal Text ◽  
Teaching Learning ◽  
Teacher's Perspective

Technology takes crucial part in this 21st century, hence the educators have to deal with it and implement it in teaching and learning process. Blended learning emerges as fresh air for educators who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they should also adapt with the contemporary literacy called multimodal literacy to enhance meaning-making by using multimodal text in teaching and learning process. This is a case study that has aims to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective in implementation. The participants of the research are a teacher and 24 students of English education department from one of undergraduate schools in Indonesia.  Data includes classroom observation and interview. The finding of this study revealed that the use of multimodal text in a blended learning setting gives many advantages for teacher and students in empowering students’ multimodal literacy. This study also found that the teacher’s perspective reflected the implementation of multimodal text in a blended learning setting. It also had contribution to support the development of educational technology and to improve students’ writing ability. 

scholarly journals FOSTERING AN “EPIDEMIC” TEACHING & LEARNING ECOSYSTEM IN VIRTUAL LEARNING CLASSROOM

2020 ◽  
Vol 5 (37) ◽  
pp. 27-43
Author(s):  
Vincent Chan ◽  
Nur Iylia Syafiqah Abdul Malik
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Virtual Learning ◽  
Teaching Quality ◽  
Main Element ◽  
The Government ◽  
Technology Educators ◽  
Teaching Learning

Virtual teaching and learning have become the new norm to the education sector due to the hit of the Covid-19 pandemic. Because of the Movement Control Order (MCO) implemented by the government, all educational institutes were closed and need to operate virtually to continue the teaching and learning process. The main objective of this study is to develop an effective and impactful ecosystem to improve online teaching quality in virtual learning classrooms that can always keep students engaged and motivated. The education ecosystem is defined as an interconnecting system of various parties such as technology, educators, students, techniques, strategies, approaches, tools, and materials used in the classroom. Moreover, to create a dynamic online education ecosystem, educational resources need to seamlessly work together. Researchers explore the RICES strategy as the main element to develop this online education ecosystem. RICES strategy was developed from Rogers’ Humanist Theory, whereby R is the roles and relationship, IC is instruction and communication, E is emotion, and S is the structure. The term “epidemic” is chosen because it reflects the extensiveness or comprehensiveness of the ecosystem to be built. This paper presents a survey of 200 Multimedia University Melaka students who have experienced in virtual learning classrooms. A descriptive study was conducted to determine the most significant element in the RICES strategy. Results indicated that roles and relationship (R) is the most important element to keep the bond alive and well in online teaching. Finally, some suggestions for educators on how to successfully manage their classrooms were also discussed.

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