scholarly journals Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

2015 ◽  
Vol 10 (6) ◽  
pp. 11 ◽  
Author(s):  
Gillian Puttick ◽  
Brian Drayton ◽  
Joan Karp
Keyword(s):  
Teaching And Learning ◽  
Environmental Science ◽  
Disruptive Innovation ◽  
Lessons Learned ◽  
Educational Materials ◽  
Alternative Source ◽  
Authority Control ◽  
Digital Curriculum ◽  
Integration Of Technology ◽  
Habitable Planet

With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

SOCIO-ENVIRONMENTAL SCIENCE INVESTIGATIONS THAT SUPPORT NGSS TEACHING AND LEARNING

2017 ◽  
Author(s):  
Alec Bodzin ◽  
◽  
James H. Carrigan ◽  
David J. Anastasio ◽  
Kate Popejoy ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Environmental Science ◽  
Science Investigations

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

scholarly journals Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

2021 ◽  
pp. 1-9
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Early Stage ◽  
Atmospheric Science ◽  
Field Trips ◽  
Higher Learning ◽  
Learning Activities ◽  
Course Development

Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design:  This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

2017 ◽  
pp. 257-274
Author(s):  
Aicha Rahal
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Cultural Knowledge ◽  
Target Language ◽  
Primary Data ◽  
Educational Systems ◽  
Authentic Materials ◽  
Cultural Challenges ◽  
Integration Of Technology

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities

2011 ◽  
pp. 412-435
Author(s):  
Donald E Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
University Leadership ◽  
Development Models ◽  
Educational Stakeholders ◽  
Professional Networking ◽  
Integration Of Technology ◽  
Institutional Reputation ◽  
Improving Teaching And Learning

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students’ and academics’ experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.

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