scholarly journals USING BLOOM’S REVISED TAXONOMY TO DEVELOP DIGITAL LITERACIES IN THE ESP CLASSROOM

2020 ◽  
Vol 79 (5) ◽  
pp. 168-183
Author(s):  
Світлана Геннадіївна Вавіліна
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Essential Elements ◽  
Cognitive Domain ◽  
Technology Enhanced Learning ◽  
Full Potential ◽  
Visual Aids ◽  
Digital Literacies ◽  
Use Of Technology ◽  
Digital Knowledge

The article explores some issues to be considered when integrating new technologies into English for Specific Purposes (ESP) learning. The main focus is on the challenges that ESP practitioners face in the context of a multilingual digital Europe. In confronting such problems as changing roles for students and teachers, the spread of English as a medium of instruction and increased emphasis on the subject content in the language classroom, it is necessary for ESP teachers to embrace innovation and develop strategies to improve students’ learning. To benefit from the use of technology, ESP teachers need to concentrate on those aspects which digital knowledge and skills share with traditional literacies. When essential elements of digital literacies are singled out, it becomes possible to employ their full potential for creating a technology enhanced learning environment. This research suggests doing it by drawing upon the Taxonomy of Educational Objectives. The framework, in this case, is used to check that goals falling within different categories of the cognitive domain of learning are aligned with technology-supported instruction delivery methods. While designing instructional techniques, we heavily rely on the idea of scaffolding in the form of visual aids for enabling learners to build on prior knowledge and internalize new concepts. As practical examples show, development of digital literacies proves not only to be compatible with formation of professional intercultural communicative competence but also providing means for activating the most complex cognitive processes of conceptual understanding, critical thinking, decision making, creation and metacognition. The findings may be useful in preparing instructional activities with the help of technological tools to support ESP teaching and learning.

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.

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.

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 Online remote language teaching during and beyond the pandemic: echoes from the Anchor University in Lagos

2021 ◽  
pp. 63-78
Author(s):  
Tunde Ope-Davies
Keyword(s):  
Information And Communication Technologies ◽  
Communication Networks ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Technology Enhanced Learning ◽  
Tertiary Institution ◽  
Educational Benefits ◽  
Educational Challenges ◽  
Ict Industry

The outbreak of the coronavirus (COVID-19) brought along with it a number of socio-political, public health, administrative, economic, and educational challenges and impacts across the world. Teaching and learning as a critical component of our social existence have been equally impacted with new technologies providing both the tools and affordances for effective virtual learning. This chapter discusses the adoption and application of digital technologies for online teaching and learning at Anchor University, Lagos (AUL), a private tertiary institution in Lagos, Nigeria. The study foregrounds its theoretical principles on Kirkwood and Price’s (2014) perspective on Technology-Enhanced Learning (TEL) and Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA). The dataset was drawn from Google Classroom’s platform deployed by AUL during the COVID-19 crisis. I used qualitative content-based analysis to discuss how the selected data reflect the reality of TEL during the pandemic. The study argues that the deployment of new technologies for teaching and learning in higher education utilised the existing framework and availability of digital tools and mobile communication networks resulting from the phenomenal development of the Information and Communication Technologies (ICT) industry in Nigeria. It confirms that the availability of a range of digital technologies and social media platforms has improved the possibilities of adapting to remote learning during the period and beyond. It concludes by highlighting socio-educational benefits of remote teaching and learning and some challenges of teaching language-related courses in Nigeria and other similar cultural contexts.

scholarly journals Using infographics as a technology-based tool to develop 21st century skills in an ESL context

10.32698/0242 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim
Keyword(s):  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Vital Role ◽  
Visual Aids ◽  
Online Application ◽  
Daily Lives ◽  
Use Of Technology

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

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.

TPD as Online Collaborative Learning for Innovation in Teaching

2010 ◽  
pp. 230-246 ◽  
Author(s):  
Diana Laurillard ◽  
Elizabeth Masterman
Keyword(s):  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Digital Medium ◽  
University Teachers ◽  
Effective Learning ◽  
Online Collaborative Learning ◽  
Collaborative Environment ◽  
Use Of Technology ◽  
The Uk ◽  
Enhanced Learning

This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers’ use of technology should be directed towards innovation and improvement in teaching and learning, and should not merely replicate their current practice in a digital medium. The authors therefore make the case for an online collaborative environment to scaffold teachers’ engagement with technology-enhanced learning. The chapter outlines the findings of our recent research into a blended approach to TPD, and use these to identify the requirements for an online collaborative environment: tools for learning design, guidance, and access to relevant resources to support teachers in their discovery of new forms of technology-enhanced teaching and learning. Such an environment, they argue, would provide a framework for a “community of innovation” in which teachers participate both as learners and researchers.

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