Intelligent M-Learning Frameworks

2013 ◽  
pp. 414-436
Author(s):  
Hazel Owen
Keyword(s):  
Academic Writing ◽  
Research Study ◽  
New Literacies ◽  
Theory And Practice ◽  
Writing Intervention ◽  
Learning And Teaching ◽  
Freedom Of Movement ◽  
Education Theory ◽  
Learning Frameworks ◽  
Enhanced Learning

An imperative underpinning the redetermination of education theory and practice is mobility. Mobility encompasses freedom of movement through myriad contexts (physical and cerebral), cultures, and knowledge. Digital natives embrace this mobility, interacting with each other and engaging with new literacies to communicate, access rich contexts, question, and collaborate. There are, however, few studies that investigate the efficacy of blended m-learning as an enhancement to literacy, especially with Gulf learners. Therefore, this chapter describes the background and implementation of ICT enhanced learning and teaching (ICTELT) blended m-learning academic writing intervention piloted at Dubai Men’s College (DMC). Findings from the research study are reported and discussed.

Intelligent M-Learning Frameworks

2010 ◽  
pp. 169-191
Author(s):  
Hazel Owen
Keyword(s):  
Academic Writing ◽  
Research Study ◽  
New Literacies ◽  
Theory And Practice ◽  
Writing Intervention ◽  
Learning And Teaching ◽  
Freedom Of Movement ◽  
Education Theory ◽  
Learning Frameworks ◽  
Enhanced Learning

An imperative underpinning the redetermination of education theory and practice is mobility. Mobility encompasses freedom of movement through myriad contexts (physical and cerebral), cultures, and knowledge. Digital natives embrace this mobility, interacting with each other and engaging with new literacies to communicate, access rich contexts, question, and collaborate. There are, however, few studies that investigate the efficacy of blended m-learning as an enhancement to literacy, especially with Gulf learners. Therefore, this chapter describes the background and implementation of ICT enhanced learning and teaching (ICTELT) blended m-learning academic writing intervention piloted at Dubai Men’s College (DMC). Findings from the research study are reported and discussed.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

scholarly journals Teacher education

2005 ◽  
Vol 38 (3) ◽  
pp. 147-150
Keyword(s):  
Action Research ◽  
The Netherlands ◽  
Teacher Development ◽  
Academic Writing ◽  
Professional Growth ◽  
Linguistic Diversity ◽  
Cultural Beliefs ◽  
Language Education ◽  
Theory And Practice ◽  
Teachers Attitudes

05–334Angelides, Panayiotis, Maria Evangelou & James Leigh (Intercollege, Cyprus), Implementing a collaborative model of action research for teacher development. Educational Action Research (Oxford, UK), 13.2 (2005), 275–290.05–335Brock, Cynthia, Lori Helman & Chitlada Patchen (U of Nevada, USA), Learning to conduct teacher research: exploring the development of mediated understandings. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 73–94.05–336Burdelski, Matthew (California U, USA; [email protected]), Close- and open-ended narratives of personal experience: weekly meetings among a supervisor and teaching assistants of a ‘Japanese language education practicum’. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 3–32.05–337Dooly, Melinda (U of Barcelona, Spain), How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness (Clevedon, UK) 14.2/3 (2005), 97–112.05–338Ezer, Hanna (Levinsky College of Education, Tel-Aviv, Israel; [email protected]) & Tamar Sivan, ‘Good’ academic writing in Hebrew: the perceptions of pre-service teachers and their instructors. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 117–133.05–339Hayes, David (U of Birmingham, UK), Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.2 (2005), 169–194.05–340Korthagen, Fred (Utrecht U, the Netherlands) & Angelo Vasalos, Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 47–71.05–341Lynch, Brian (Portland State U, USA; [email protected]) & Peter Shaw, Portfolios, power, and ethics. TESOL Quarterly (Alexandria, VA, USA) 39.2, 263–298.05–342Roulston, Kathryn, Roy Legette, Monica DeLoach & Celeste Buckhalter Pittman (U of Georgia, USA), What is ‘research’ for teacher-researchers?Educational Action Research (Oxford, UK) 13.2 (2005), 169–190.05–343Santagata, Rossella (California U, USA; [email protected]), ‘Are you joking or are you sleeping?’: cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 141–164.05–344Waters, Alan (Lancaster U, UK; [email protected]), Ma. Luz. C. Vilcheseo, Managing innovation in language education: a course for ELT change agents. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 117–136.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

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