scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

Strategies and Practice of Cloud-Based Learning Environment Implementation

2016 ◽  
pp. 42-63
Author(s):  
Anwar Hossain Masud ◽  
Xiaodi Huang
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Needs ◽  
High Quality Education ◽  
Use Of Technology ◽  
Adoption And Implementation ◽  
Constant State ◽  
Computing Platforms

The education landscape around the world is in a constant state of flux and evolution, facing significant challenges in adopting new and emerging technologies. This is driven mainly by a new genre of students with learning needs that are vastly different from those of their predecessors. It is increasingly recognized that the use of technology in higher education is essential to providing high quality education and preparing students for the challenges of the 21st century. Advances in technology offer new opportunities in enhancing teaching and learning. The new technologies enable individuals to personalize the environment in which they work or learn a range of tools to meet their interests and needs. In this chapter, we attempt to explore the salient features of the nature and educational potentials of ‘cloud computing' in order to exploit its affordance in teaching and learning in the context of higher education. It is evident that cloud computing plays a significant role in the higher education landscape as both a ubiquitous computing tool and a powerful platform. Although the adoption of cloud computing promises various benefits to an organization, a successful adoption of cloud computing in an organization, particularly in educational institutes, requires an understanding of different dynamics and expertise in diverse domains. This chapter aims at describing an architecture of Cloud Computing for Education (CCE), which includes a number of steps for adopting and implementing cloud computing. To implement this architecture, we have also outlined an open framework that is used as a guidance in any organisations with any cloud computing platforms and infrastructures towards the successful adoption and implementation of cloud computing.

Female Lecturers' Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

2016 ◽  
Vol 12 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Airen Adetimirin
Keyword(s):  
Teaching And Learning ◽  
Secondary Data ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Ict Integration ◽  
Use Of Technology ◽  
Or Groups ◽  
Information And Communication ◽  
The University ◽  
University Of Ibadan

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development programme for 20 female lecturers to improve the use of technology for teaching and research. Data was collected using a questionnaire, interview and secondary data. Results revealed that the lecturers found the programme very relevant, appropriate but demanding. The major challenges were limited access to some of the technologies, fluctuation in internet connectivity and poor ICT literacy skills. Improvement in the level of ICT use requires the development of relevant infrastructure and ICT literacy training which were identified as critical for its successful deployment.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom

2004 ◽  
Vol 22 (1) ◽  
pp. 79 ◽  
Author(s):  
Subhadra Ramachandran
Keyword(s):  
Literacy Instruction ◽  
New Technologies ◽  
Language Teaching ◽  
Writing Skills ◽  
Position Statement ◽  
Reading And Writing ◽  
International Reading Association ◽  
Integrating Technology ◽  
Use Of Technology

In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. . In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum.

Technology Enhances Student Learning across the Curriculum

2004 ◽  
Vol 9 (6) ◽  
pp. 344-349
Author(s):  
Jean McGehee ◽  
Linda K. Griffith
Keyword(s):  
Student Learning ◽  
Computer Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Interactive Software ◽  
Learning Tools ◽  
Mathematical Concepts ◽  
Internet Resources ◽  
Use Of Technology ◽  
Programmable Devices

Although the use of technology is not new to the classroom, it is still a hotly debated issue in some schools. An important point to understand is that technology does not replace basic understandings and skills. Instead, it is an additional learning tool that fosters deeper understanding and better intuition about mathematical concepts. The word technology encompasses many platforms including calculators, programmable hand-held devices, tutorial software, interactive software, and Internet resources. Hand-held programmable devices provide affordable access to electronic tools that allow students to use multiple representations to explore mathematical situations. Interactive software also provides environments that allow students to explore and discover relationships on the computer. Technology is not static; it is a constantly growing and changing field. It challenges educators to continue to create innovative ways to implement new technologies in the classroom as teaching and learning tools.

scholarly journals Impact of digital technologies on education

2020 ◽  
Author(s):  
A.V. YUr'ev
Keyword(s):  
Labor Market ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Technologies ◽  
Highly Qualified ◽  
Use Of Technology ◽  
Software And Hardware

Digital technologies have become an integral part of our everyday life. Today the application of digital technologies surrounds us at home, at work, in education, transport or leisure. Digital transformation is not only about the technological shift. New technologies, software and hardware solutions are emerging every day. The importance of digital technology in vocational education cannot be ignored. In fact, with the advent of computers in education, it has become easier for teachers to transfer knowledge and for students to acquire it. The use of technology has made the teaching and learning process even more enjoyable. But the negative aspects of the use of digital educational technologies in training highly qualified specialists on the labor market are also not excluded.

Teaching with Technology: Active Learning in International Studies

2017 ◽  
Author(s):  
Steven F. Jackson
Keyword(s):  
Distance Education ◽  
World Wide Web ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Personal Digital Assistant ◽  
International Studies ◽  
Teaching With Technology ◽  
Use Of Technology ◽  
Technology In Teaching

The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

Teacher Education Experiences of Culturally and Linguistically Diverse International Students in the United States

2018 ◽  
pp. 96-111
Author(s):  
Xiaoming Liu
Keyword(s):  
Teacher Education ◽  
Academic Success ◽  
International Students ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teaching Beliefs ◽  
State University ◽  
Beliefs And Practice

Increasing numbers of students from China are choosing to study in American colleges and universities. While education may not be the top choice of discipline for many international students, the field of education has witnessed an increase in international enrollment in recent years. A study was conducted at a state university in the mid-Atlantic region aiming to investigate the teacher education experiences of international students graduated in the past five years. This chapter focuses on five Chinese pre-service teachers and reports findings that include opportunities and challenges in both on-campus coursework and off-campus internship, impact of both cultures on their teaching beliefs and practice, suggestions to the program, and advice for future international students. Culturally responsive recommendations are also discussed to foster academic success of international students in the teacher preparation program.

Perspectives on English Language Learners

2018 ◽  
pp. 325-343
Author(s):  
Isela Almaguer ◽  
Michael Whitacre
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
English Language ◽  
Language Instruction ◽  
Literacy Skill ◽  
Student Centered ◽  
Literacy Skill Development

With an increasingly culturally and linguistically diverse school-age student population, there is a need to understand the extent and support needed for English language learners' (ELLs) reading and literacy success, and the scope that these students are provided with equitable and effective reading and literacy instruction as a common classroom pedagogical occurrence to support their reading and literacy development as well as academic achievement. Specifically, ELLs require more interactive and engaging pedagogy that actively involves them in the learning process with many and varied opportunities for academic and linguistic proficiency development. There is an increased emphasis on native language instruction (L1) as a foundation for literacy skill development. Also, several constructivist and student-centered approaches for literacy instruction and strategies for reading should be implemented for English language learners' linguistic and academic success. A classroom scenario sets the platform for culturally responsive teaching and learning through practical and authentic classroom application.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

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