scholarly journals Digital Badging in CANVAS

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Megan Lea Clune
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Driving Forces ◽  
Teaching Experience ◽  
Digital Badges ◽  
School Contexts ◽  
Course Content ◽  
Education Courses ◽  
Digital Badging ◽  
Primary And Secondary School

‘Badging’ is the awarding of a digital badge that represents an accomplishment, interest or affiliation (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2013). Such badges are awarded and stored online, and may contain metadata to clarify the context and criteria of the awarded badge. Badging is generally argued to be a considerable motivator in learning (Gibson et al., 2015; Mah, 2016), not only in the formal educational environment but particularly in the gamification movement (Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014; Glover, 2013). Current issues with digital badging systems suggest limitations in adapting to the needs of both tauira and teachers. The driving forces behind this study were two-fold. Firstly, as digital badging is used increasingly in schools world-wide as a motivator for learning in both primary and secondary school contexts, how might the use of digital badges be modelled in teacher education courses; and secondly, are digital badges of similar value to tauira in the tertiary space? The third driver was to explore ways to engage both undergraduate and postgraduate tauira in meaningful synthesis of their course readings, course content and teaching experience. This study developed and trialled the incorporation of an existing ‘badging’ platform, Badgr, into tasks delivered through CANVAS in the context of teacher education. The primary aims of the study were: to determine how motivated tertiary tauira were by digital badges; to establish a digital badging process that was both engaging for tauira and manageable for the lecturer; and to design online tasks that scaffolded tauira through their synthesis of course readings, content and experience. The badged tasks were administered via the Discussion and Quizzes features within CANVAS, with all tauira submissions being moderated by the lecturer before any badges were awarded. An overview of the structure, key elements, findings and implications of the trialled approach will be presented.

Question Development in Two Online Graduate Teacher Education Courses

2013 ◽  
Vol 3 (4) ◽  
pp. 68-84
Author(s):  
Lynda R. Wiest ◽  
Eleni Oikonomidoy
Keyword(s):  
Teacher Education ◽  
Course Content ◽  
Sociocultural Perspectives ◽  
Self Study ◽  
Decision Making Processes ◽  
Course Material ◽  
Graduate Teacher Education ◽  
Question Development ◽  
Student Discussion ◽  
Education Courses

The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.

scholarly journals Mathematical Calculations within Physics Lessons and Their Popularity Among Learners

2020 ◽  
Vol 13 (4) ◽  
pp. 204-211
Author(s):  
Petr Emanovský ◽  
Dalibor Gonda
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Teaching Experience ◽  
Semantic Differential ◽  
School Science ◽  
Natural Sciences ◽  
Teaching Process ◽  
Exploration Tool ◽  
And Gender ◽  
Primary And Secondary School

Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.

scholarly journals Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling

2021 ◽  
Author(s):  
Annamária Brijaková
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
New Media ◽  
Virtual Environment ◽  
Digital Literacy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Innovative Methods ◽  
Questionnaire Method ◽  
Primary And Secondary School

The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).

scholarly journals Learning Science: Pūtaiao in indigenous schools: A review of the literature

2017 ◽  
Vol 28 (3) ◽  
pp. 199-206
Author(s):  
Catherine Smallbone ◽  
◽  
Craig Rofe ◽  
Azra Moeed ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Literature Review ◽  
Secondary School ◽  
Learning Science ◽  
Review Of The Literature ◽  
Raising Awareness ◽  
Positive Outlook ◽  
Primary And Secondary School

This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Pūtaiao is, how it is being taught, and the learning of Pūtaiao. It also investigates the Pūtaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Māori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Pūtaiao teachers. Pūtaiao as a subject is facing several challenges that may be combated through more specific interventions - rather than studies investigating Kura as a whole. Despite the challenges faced, the literature overall has a positive outlook in which Pūtaiao is enjoyed by students who see it relates to their own knowledge and culture. The case study took place in a Māori medium school that caters for year 9-13 students. Two teachers from a Māori medium school (Kura) who had no background in science and their year 9 and 10 classes voluntarily participated in this research. Through support to teachers in the form of upskilling themselves and learning along with the students, teachers gained confidence and began to teach Pūtaiao. Teachers willingly learn new vocabulary to pass it on to their students. In addition, among mainstream schools, many of the studies had positive impacts by raising awareness among teachers of how to teach Māori students, and how to incorporate some of the values that are fundamental to Pūtaiao.

Using Action Research to Promote Meaningful E-Service-Learning Experience for Preservice Teachers

2021 ◽  
pp. 49-67
Author(s):  
Svetlana Chesser ◽  
Kate Durham ◽  
Elena Aydarova
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Action Research ◽  
Service Learning ◽  
Social Isolation ◽  
Research Methodology ◽  
Learning Experience ◽  
Course Content ◽  
Education Courses

Research on service-learning has documented the importance of relationships and meaningful community connections for preservice teachers' development. What remains less explored is the opportunities and challenges provided by e-service learning integrated into teacher preparation coursework. In this study, the authors utilize action research methodology to explore how preservice teachers engaged in e-service learning during the move towards remote instruction in the summer of 2020. Drawing on the analysis of students' weekly journals, final reflections, and the survey of stakeholders, they examine how e-service-learning created opportunities for students to feel connected to the community during the time of social isolation and be motivated by their ability to make an impact on children's interest in learning STEM content. The challenges emerged out of a disconnect between course content and some of the e-service learning assignments. This study's implications include better integration of e-service learning into teacher education courses.

scholarly journals Language Initiatives

2002 ◽  
Vol 38 (1) ◽  
pp. 92-95
Author(s):  
Philip G. Howard
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Northwest Territories ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Indian Languages ◽  
Sound Discrimination ◽  
The Government ◽  
Primary And Secondary School

Abstract The Dene (Indian) languages of the MacKenzie Valley of the Northwest Territories are Chipewan, Dogrib, Gwich'in and Slavey. These people did not traditionally write their languages, but in recent years linguists have produced alphabets that accurately represent the sounds of these languages. Since the 1970's the Government of the Northwest Territories, via the Department of Education and the Teacher Education Program has been sponsoring workshops and courses designed to enable many Dene to read and write in their languages, and to become language specialists qualified to teach literacy to others. These courses are not structured for totally non-literate people, but for students orally fluent in their native tongue, who are already literate in English, having already been through the English-medium primary and secondary school systems. The courses employ techniques which engender skills in syllable and sound discrimination. When a student has mastered these skills he I she is able to read and write accurately in the native language and needs only time and practice to develop fluency in literacy. There are currently a number of Dene who have achieved such fluency.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2021 ◽  
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2020 ◽  
Vol 1 ◽  
pp. e202014
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

scholarly journals Religion Education in Norway: Tension or Harmony between Human Rights and Christian Cultural Heritage?

2014 ◽  
Vol 49 (2) ◽  
pp. 137-164 ◽  
Author(s):  
Bengt-Ove Andreassen
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Secondary School ◽  
Religious Education ◽  
Religion And Ethics ◽  
European Court ◽  
Upper Secondary ◽  
The Subject ◽  
Insight Into ◽  
Primary And Secondary School

Both research and public and scholarly debate on religious education (RE) in Norway have mostly revolved around the subject in primary and secondary school called Christianity, Religion and Ethics (KRL) (later renamed Religion, Philosophies of Life and Ethics, RLE), not least due to the criticisms raised by the UN’s Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in 2007 of the Norwegian model for RE in primary and secondary schools. The RE subject in upper secondary school, however, is hardly ever mentioned. The same applies to teacher education. This article therefore aims at providing some insight into how RE has developed in the Norwegian educational system overall, ranging from primary and secondary to upper secondary and including the different forms of teacher education.

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