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 Understanding emergent teaching and learning practices: iPad integration in Polish school

2020 ◽  
Author(s):  
Lucyna Kopciewicz ◽  
Hussein Bougsiaa
Keyword(s):  
Technology Integration ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Small Scale ◽  
Technology In The Classroom ◽  
Video Ethnography ◽  
Learning And Teaching ◽  
Digital Devices ◽  
Educational Culture ◽  
Learning Practices

AbstractThe appearance of tablet technology in the classroom is considered an obvious modernisation milestone. In the last few years school professionals in Poland have made large investments in digitalisation, especially through one to one model (1:1), using digital devices such as tablets. Researches on tablet technology integration in school classrooms convince 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 a driving question for the present study. This research contributes knowledge and new insights into learning and teaching practices in two classrooms in a Polish primary school that were observed over a longer perspective of three 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 school under analysis. These changes were identified through the data collected by means of classroom video ethnography (63 teaching hours of recording) and follow-up interviews (18) with classroom’s teachers. The analysis resulted in three distinct maps of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices. The findings point out that tablet technology integration needs the alignment of the classroom pedagogy - technology relationships.

scholarly journals Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices

2021 ◽  
pp. 135050762110538
Author(s):  
Jeremy Aroles ◽  
Wendelin Küpers
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning And Teaching

Digitalisation offers a wide array of opportunities, but also challenges, for universities and business schools alike, regarding the provision and delivery of their teaching and learning activities. The COVID-19 pandemic has highlighted some of these challenges, as it forced educational institutions to move their pedagogic activities online in line with new governmental regulations. In this article, we identify and discuss critically the following three interconnected challenges: (1) shifting from direct embodied co-presence to technologically mediated telepresence, (2) re-embodying teaching and learning activities and (3) rethinking the purpose and relevance of teachings in business schools. We explore these challenges through a phenomenological lens, informed by the Heideggerian concepts of enframing ( Gestell) and releasement ( Gelassenheit), with a focus on (re-)embodiment. Finally, we discuss the need, for teachers and learners, to be able to reflectively move between embodied and digital(ised) forms of learning and teaching and outline some implications and perspectives regarding the development of an integral pedagogy.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals Does the Students’ Preferred Pedagogy Relate to their Ethnicity : UK and Asian Experience

2016 ◽  
Vol 6 (1) ◽  
pp. 21-27
Author(s):  
Junko Winch
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Profession ◽  
Teaching Approaches ◽  
Educational Culture ◽  
Learning Practices ◽  
Multicultural Students ◽  
Culture Of Teaching ◽  
Academic Year

Abstract An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments.

Rethinking Majors in Australian Indigenous Studies

2014 ◽  
Vol 43 (1) ◽  
pp. 8-20 ◽  
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Sarah Keech ◽  
Reuben Bolt
Keyword(s):  
Teaching And Learning ◽  
Focal Point ◽  
Indigenous Studies ◽  
Depth Of Knowledge ◽  
Learning And Teaching ◽  
Learning Practices ◽  
Interface Theory ◽  
Course Sequences ◽  
Learning Frameworks ◽  
Indigenous Thought

The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

scholarly journals Conceptualizing Open Educational Practices through the Lens of Constructive Alignment

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Practices ◽  
Open Education ◽  
Learning Design ◽  
The Core ◽  
Learning Practices ◽  
Open Educational Practices

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.

scholarly journals Information Technology Governance Analysis Of Stmik Palcomtech In The New Normal Era Using Cobit 2019 Method

2021 ◽  
Vol 3 (2) ◽  
pp. 263-272
Author(s):  
Fahmi Ajismanto ◽  
Surahmat Surahmat
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Major Influence ◽  
Design Factor ◽  
Learning And Teaching ◽  
Technology Governance ◽  
Technology And Learning ◽  
Information Technology Governance ◽  
Governance Analysis

The pandemic conditions experienced by the world today inevitably force us to practice social distance so that gatherings involving large numbers of people must be avoided first. In universities, especially in the city of Palembang, the use of information technology and learning media is mandatory due to the decision of the minister of education which requires universities to carry out online learning activities. So that information technology governance during a pandemic also has a major influence in the implementation of teaching and learning activities in universities to ensure the quality of the learning and teaching process carried out so that it must be known the shortcomings and advantages of governance which is carried out by conducting further analysis of technology governance in accordance with with the initial goal of education at the university. The method that can be used is to apply the Cobit 2019 where with this method the current maturity level can be known in the application of information technology. The research method in this study uses a descriptive-quantitative method by describing the indicators used as the basis for measurement taken by the Cobit 2019 literature. This study discusses information technology governance form of Design Factor 1 (Enterprise Strategy) to Design Factor 10 (Technology Adoption Strategy) with the result that there are 13 important processes out of 40 total processes in the Cobit 2019 domain that must be considered at STMIK Palcomtech, namely EDM03, APO08, DSS05 EDM02, APO04, APO09, APO12, APO13, BAI01, BAI02, BAI03, BAI06 , MEA03

scholarly journals Mobile-Based Learning to Increase The Motivation of Learning Students of State Vocational School 2 Gorontalo

2021 ◽  
Vol 4 (3) ◽  
pp. 361-367
Author(s):  
Syaifuddin Lily ◽  
Hamka Witri Kamase
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
School Activities ◽  
Lesson Content

Learning System in Indonesia is carried out with a face-to-face system, teaching and learning activities are carried out in schools in one room. The widespread pandemic of the covid 19 virus made the Ministry of Education and Culture take a policy to conduct online school activities to prevent the transmission of the disease virus. Online learning does not all have to be done using Zoom or similar applications. It is also necessary that applications that schools can manage and uniformize their use so that teachers can quickly fill out materials and tasks. The learning system carried out in SMK Negeri 2 Gorontalo is considered less effective, affecting learning outcomes. The application created is an application that can help the learning and teaching process in SMK Negeri 2 Gorontalo. Learning media is expected to help facilitate the absorption of the material and the delivery of lesson content to increase students' motivation to learn and understand it anywhere and anytime. The method used is the Research and Development method. As a research method used to produce a particular product and test the effectiveness of the product where the object of research in the study is a Student at SmK Negeri 2 Gorontalo. The purpose of the study is to help increase students' learning motivation in times of pandemics.

scholarly journals “New Normal” in Learning and Teaching

2020 ◽  
Vol 1 (2) ◽  
pp. 63-65
Author(s):  
Binar Kurnia Prahani ◽  
Tsung-Hui Cheng
Keyword(s):  
Teaching And Learning ◽  
Epidemiological Studies ◽  
Learning Activities ◽  
New Normal ◽  
Learning And Teaching ◽  
United Nations Agency ◽  
The Face ◽  
Three Stages ◽  
The Government ◽  
The Impact

Social distancing and physical distancing policies have been implemented in many countries for some time in the face of a COVID-19 pandemic. The new policy that has been adopted by many countries is "New Normal". New Normal is a scenario to accelerate the handling of COVID-19 in health and socio-economic aspects. One of them is the Government of Indonesia has announced plans to implement new normal scenarios by considering epidemiological studies and regional readiness. With the implementation of New Normal, education will be run again according to the health protocol. New Normal policies in education must also be in line with instructions issued by The United Nations Agency for Child Welfare (UNICEF). UNICEF has issued guidelines for countries that want to reopen teaching and learning activities in schools. The guide consists of three stages, namely before opening, entering the opening process, and when opening has been carried out. Research on the planning, preparation, implementation, and evaluation of New Normal in the field of learning and teaching needs the attention of all parties, including academics. The results of research and publications on the impact of New Normal in the field of learning and teaching are believed to be beneficial in the field of education.

scholarly journals Social Network Sites as ESL/EFL Learning and Teaching Tools: A Critical Review

2017 ◽  
Vol 6 (3) ◽  
pp. 34 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Critical Review ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Social Network Sites ◽  
Learning Context ◽  
Learning And Teaching ◽  
Teaching Tools ◽  
Learning Practices ◽  
Educational Implications

This study analyzed the educational and instructional implications of Social Network Sites (SNS) in the ESL/EFL teaching and learning context. SNS's definition, types, classifications, features, positive and negative aspects, their educational implications as well as their limitations and challenges in the ESL/EFL classroom settings are identified and discussed in order to better utilize and integrate their innovative aspects into the language teaching and learning practices. 

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