scholarly journals E3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools

2020 ◽  
Vol 29 (2) ◽  
pp. 24
Author(s):  
Candace Figg ◽  
Keith Crawford ◽  
Chunlei Lu ◽  
Olivia Lu
Keyword(s):  
Learning Communities ◽  
Affective Domain ◽  
Digital Learning ◽  
Distance Teaching ◽  
School Year ◽  
Teaching Situation ◽  
Optimum Distance ◽  
Age Appropriate ◽  
K 12 ◽  
Digital Instruction

Due to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 20192020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible elements essential for promoting optimum distance interactions for K12 learning, more specifically applied to younger learners (K6). Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals A social network perspective on peer supported learning in MOOCs for educators

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Shaun Kellogg ◽  
Sherry Booth ◽  
Kevin Oliver
Keyword(s):  
New Media ◽  
Learning Communities ◽  
Wide Spectrum ◽  
Social Supports ◽  
Peer Networks ◽  
Online Learning Communities ◽  
Mixed Methods Case Study ◽  
Development Face ◽  
K 12

<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>

Blended and Online Learning in Virtual K-12 Schools

2015 ◽  
pp. 56-72
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
United States ◽  
Online Learning ◽  
Current Trend ◽  
The United States ◽  
Highly Qualified ◽  
Management Skills ◽  
Academic Impact ◽  
School Year ◽  
Learning Instruction ◽  
K 12

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student's learning needs. Online and blended courses provide options for schools with limited curricular offerings, scheduling conflicts, or find it difficult to provide highly qualified teachers. In the 2010/2011 school year, it was estimated that approximately 1.5 million students in K-12 schools across the United States were enrolled in an online course (Wicks, 2010). However, a literature search indicates that not much is known about K-12 blended and online learning instruction in virtual K-12 schools. Various issues such as types of instructional delivery, optional management skills, current trend of blended learning, the academic impact on K-12 education are critical areas for teachers and administrators to consider (iNACOL, 2011). This chapter seeks to demonstrate the growing trend of blended and online learning in the United States, analyze instructional implications of blended and online learning to students, discuss major obstacles to blended and online learning in K-12 schools, address possible solutions, and provide recommendations for further studies.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Geospatial Technology Curriculum Development

2016 ◽  
pp. 589-598
Author(s):  
Lara M. P. Bryant
Keyword(s):  
New Hampshire ◽  
Technology Skills ◽  
Geospatial Technologies ◽  
Pilot Testing ◽  
Geospatial Technology ◽  
Final Project ◽  
Age Appropriate ◽  
Inquiry Method ◽  
K 12 ◽  
To Receive

The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

A Scenario That Works

2018 ◽  
pp. 184-191
Author(s):  
Patricia K. Gibson ◽  
Dennis A. Smith ◽  
Sarah G. Smith
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Continuing Education ◽  
Professional Learning ◽  
Technology Use ◽  
Military Training ◽  
General Information ◽  
High Tech ◽  
K 12 ◽  
Teacher Learning Communities

Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.

Media spaces and their application in K-12 and college learning communities

1994 ◽  
Author(s):  
Louis Gomez ◽  
Rob Fish ◽  
Sara Bly ◽  
Yvonne Andres ◽  
Sergio Canetti ◽  
...  
Keyword(s):  
Learning Communities ◽  
College Learning ◽  
K 12

scholarly journals How Your Teachers Teach? Students Perceived Characteristics of Effective Teaching Strategies

2019 ◽  
pp. 1-10
Author(s):  
Ariel E. San Jose ◽  
Siverlyn M. Camposano ◽  
Carlo A. Magonalig ◽  
Judy Ann C. Lelis ◽  
Pearl Ma. Janssen Bodiongan
Keyword(s):  
Teaching Strategies ◽  
College Education ◽  
Graduate Studies ◽  
Qualitative Phenomenology ◽  
Curriculum Changes ◽  
School Year ◽  
Effective Teaching Strategies ◽  
Teacher Needs ◽  
Study Institute ◽  
K 12

Aims: The aim of this study was to determine the relevant experiences of the students on teaching strategies used by their teachers in the classrooms; what made these teaching effective; and what suggestions the students can offer to enhance the teaching strategies. Study Design:  Qualitative-phenomenology. Place and Duration of Study: Institute of College Education and Graduate Studies (IEGS), Southern Philippines Agri-Business and Marine and Aquatic School of Technology, School year 2018-2019. Methodology: Included 200 college freshmen taking BSEd Secondary Education and were the first batch graduates of the K-12 program. They were grouped into 40 focus groups. Information were obtained through interview. Results: Data analysis formulated five themes. Prevalent used strategies discussed the commonly used strategies; improvements gained from strategies looked into the benefits the students obtained; evaluation of ineffective strategies dealt with the irrelevant strategies the teachers used; relevant experiences showed the meaningful encounters of the students to the strategies and suggestions centered on the comments students had offered to improve the use of strategies.    Conclusion: Strategies are relevant in delivering the lessons. However, strategies should be well-thought before they are used. Thus, teachers need to identify who the learners are. Moreover, teachers should also consider the topic. Various topics require different strategies. Also, teacher needs to discuss thoroughly the marking criteria used. Mark criteria guide students to set their targets and to avoid confusion. Likewise, teacher should always prepare and set plans before coming to class. Further, nearing retiring teachers should not solely rely on their experiences because curriculum changes. Lastly, one of the best ways to know what strategies fit the students is consulting the students themselves. Teachers will not get wrong if they know better their students. 

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