Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

scholarly journals A percorrer o caminho da transformação (digital) na escola... o professor como agente de mudança!

2019 ◽  
Vol 14 (31) ◽  
pp. 96-108
Author(s):  
Joana Viana ◽  
Conceição Coelho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Pedagogical Practices ◽  
Strategic Approach ◽  
Palabras Clave ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Information And Communication

RESUMO Assente na ideia do professor como agente transformador, apresenta-se a abordagem estratégica adotada numa escola EB1 com jardim de infância, com vista à promoção do uso das tecnologias digitais como enriquecimento das estratégias de ensino e de aprendizagem, por iniciativa de uma das professoras em resposta às fracas condições existentes na escola para que tal fosse possível com a naturalidade esperada. Foi criado o laboratório TIC, reunindo-se os recursos tecnológicos existentes na escola e criando-se diferentes ambientes de trabalho (à semelhança das “salas de aula do futuro”), onde são desenvolvidos projetos, articulados transversalmente com o currículo, e se promove o desenvolvimento de competências em TIC e de competências transversais. Professores e alunos da escola reconhecem que as atividades realizadas no laboratório TIC têm constituído experiências de aprendizagem enriquecedoras e significativas, que permitem aprofundar os conhecimentos adquiridos e desenvolver competências, como ilustram os resultados preliminares que se apresentam neste texto. Palavras-Chave: Tecnologias digitais. Professores. Práticas pedagógicas. Ambientes educativos inovadores. ABSTRACT Based on the idea of the teacher as an agent of transformation, we present the strategic approach used in one primary school with kindergarten, with the purpose of promoting the use of digital technologies as an enrichment of the teaching and learning strategies, under the initiative of one of the teachers in response to the weak conditions in the school so that it would become possible with the expected naturality. An ICT (Information and Communication Technology) laboratory was created. Through gathering all the school’s technological resources and providing different work environments (similarly to the “classrooms of the future”), projects -transversally articulated with the curriculum - are developed, and ICT and transversal skills are promoted. School teachers and students recognize that the activities performed in the ICT lab have been enriching and meaningful learning activities, which allow the deepening of acquired knowledge and the development of skills, as illustrated by the preliminary results presented in this text. Keywords: Digital technologies. Teachers, Pedagogical Practices. Innovative learning environments. RESUMEN Basado en la idea del profesor como agente transformador, se presenta el enfoque estratégico adoptado en una escuela de primaria con educación infantil, con el propósito de promover el uso de las tecnologías digitales como enriquecimiento de las estrategias de enseñanza y de aprendizaje, por iniciativa de una de las profesoras en respuesta a las débiles condiciones existentes en la escuela para que fuera posible con la naturalidad esperada. Se creó el laboratorio TIC (Tecnología de la Información y la Comunicación), reuniendo todos los recursos tecnológicos existentes en la escuela y creando diferentes ambientes de trabajo (a semejanza de las "aulas del futuro"), donde se desarrollan proyectos, articulados transversalmente con el currículo, y se promueve el desarrollo de competencias en TIC y de competencias transversales. Los profesores y alumnos de la escuela reconocen que las actividades realizadas en el laboratorio TIC han sido experiencias de aprendizaje enriquecedoras y significativas, que han permitido profundizar los conocimientos adquiridos y desarrollar competencias, como ilustran los resultados preliminares que se presentan en este texto. Palabras Clave: Tecnologías digitales. Profesores. Prácticas pedagógicas. Entornos educativos innovadores. DOI: http://dx.doi.org/10.22169/revint.v14i31.1503

Disciplinary Literacy: From Infusion to Hybridity

2019 ◽  
Vol 51 (4) ◽  
pp. 525-536 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
David G. O’Brien
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Subject Area ◽  
Disciplinary Literacy ◽  
Teacher Resistance ◽  
The Road ◽  
Alternative Approach ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
The One

This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.

“Gotta Love Technology!”

2013 ◽  
pp. 280-294
Author(s):  
Mary Ellen Oslick ◽  
Ruth M. Lowery
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Reader Response ◽  
Teaching And Learning ◽  
New Technology ◽  
Multicultural Literature ◽  
Face To Face ◽  
Teaching And Learning Strategies ◽  
New Ideas ◽  
Personal Reflections

As universities move more and more classes online to accommodate a growing online-centered learning environment, the researchers as instructors want to be sure that they still adhere to good teaching and learning strategies and that their pre-service teachers not miss out or lose the richness associated with lively and meaningful book discussions. This article examines how the researchers integrated Glogster, an online interactive poster creation website with social networking aspects, in a blended (online and face-to-face) multicultural literature course to augment book discussions. Upon analysis of personal reflections and the class’ online forum discussions, the researchers identified three major themes that captured how these pre-service teachers responded to, and, in some cases, were transformed by the reader-response transaction of creating a “glog.” These themes were responses to new technology, reading new ideas and critical reading.

scholarly journals Teaching Generation Y

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Elza Venter
Keyword(s):  
Learning Strategies ◽  
Generation Y ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Question ◽  
Tertiary Level ◽  
Digital Information ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Strategies

Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term ‘Generation Y’. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by inter alia making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is ‘How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?’ The two sub questions are: (1) ‘What are some of the characteristics of Generation Y that influence learning?’ and (2) ‘What teaching strategies can be used to get Generation Y learners more engaged in their own learning?’ The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

scholarly journals Beyond the Role-Play – Re-thinking Mediator Education

2015 ◽  
Vol 2 (2) ◽  
pp. 317-327 ◽  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Role Play ◽  
Teaching Methodologies ◽  
Mediation Training ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Academic Settings ◽  
Quality Learning

Just as mediation styles differ enormously, so too do approaches to training and educating mediators. In the midst of much discourse on standards and accreditation, the focus on what makes a quality learning experience can be lost. This article will focus on what happens during mediator training and how mediators are taught to practice their craft. Drawing on the author’s own experience of mediation training in both professional and academic settings, this article will address what teaching methodologies are most appropriate to mediator education, and why. The article shall take a fresh look at the experiential methodologies that are currently used in such training, and explore some alternative teaching and learning strategies to make the learning experience better, and the outcomes of mediation training more successful.

Transformative Learning and Technology in Adult and Vocational Education

2013 ◽  
Vol 9 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

A Case Study of ‘Newer Practices’ in Music Education at Conservatoire Level

1997 ◽  
Vol 14 (3) ◽  
pp. 251-269 ◽  
Author(s):  
Jane W. Davidson ◽  
Jonathan A. Smith
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Learning Strategies ◽  
Communication Skills ◽  
Teaching And Learning ◽  
School Of Music ◽  
British Music ◽  
Teaching And Learning Strategies ◽  
Teachers And Students

In recent times the types of teaching and learning strategies adopted within higher education in British music conservatoires have been reviewed and reformed. This paper provides a case study of some of the newer practices adopted by one such institution, the Guildhall School of Music and Drama. It focuses on the work of the Performance and Communication Skills Department, and, drawing on participant observations, makes a detailed analysis of the success of the implementation of the teaching and learning aims and objectives. The findings suggest that, not only are the changes adopted by the conservatoire useful, but also that they are beneficial to teachers and students at a number of levels.

scholarly journals License to Drive, License to Learn. Promoting Policy for Safe and Innovative Social Networking Use Schools

2013 ◽  
Vol 6 (2) ◽  
pp. 97-107
Author(s):  
Teresa S. Foulger ◽  
Ann D. Ewbank ◽  
Heather L. Carter ◽  
Pamela Reicks ◽  
Sunshine Darby
Keyword(s):  
Decision Making ◽  
Social Networking ◽  
Communication Skills ◽  
School Administrators ◽  
Educational Institutions ◽  
School Systems ◽  
Global Perspectives ◽  
Teachers And Students ◽  
Social Networking Tools

This article advocates for the use of social networking tools as a way for teachers and students to enrich learning possibilities. While some school systems resist the use of social networking tools for learning purposes, others are moving forward with this idea. There is clearly a need for policy that will guide the decision-making and pedagogical orientations of school administrators and teachers. The authors suggest that policy surrounding the use of social networking tools such as Facebook, Twitter, and Instagram take into account two equally important objectives: innovation and safety. They propose that educational institutions create policies that empower learners to strengthen their communication skills, expand global perspectives, and create unlimited networking capacity.

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