Technology-Based Values Teaching in Secondary Education

2013 ◽  
pp. 211-227
Author(s):  
Miriam Borham Puyal ◽  
Susana Olmos-Migueláñez ◽  
Paola Perochena González ◽  
María José Rodríguez-Conde
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Classroom ◽  
Multicultural Classrooms

This chapter presents a case study of the use of ICTs, and in particular the blog, in a Spanish Secondary School classroom in order to promote the teaching of values such as solidarity or tolerance. The aim was to enhance coexistence in increasingly diverse and multicultural classrooms in which the acknowledgement and development of these values prove essential for a successful coexistence.

Home-School Reinforcement: A Case Study

1986 ◽  
Vol 3 (1) ◽  
pp. 58-62 ◽  
Author(s):  
David J. Leach ◽  
Alan Ralph
Keyword(s):  
Secondary School ◽  
Home School ◽  
Disruptive Behaviour ◽  
Problem Behaviour ◽  
Fading Procedure ◽  
Home Based ◽  
School Classroom ◽  
History Of

A home-based reinforcement programme was implemented to decrease classroom rule violations by a 16-year-old boy with a long history of disruptive behaviour in a secondary school classroom. The critical features of the intervention are described and discussed, including the fading procedure employed to maintain the behavioural gains exhibited during the programme's operation. The usefulness of minimal interventions, such as home-based reinforcement programmes, in the management of problem behaviour in schools is discussed, and comment is made on some possible benefits to behavioural practice of the collaborative style of intervention exemplified.

scholarly journals Implementation of ICT in Secondary Education: A Case Study of District Ghotki, Sindh

2016 ◽  
pp. 60-73
Author(s):  
Asif Ali Shah Et al.,
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Level ◽  
Current Status ◽  
Strong Impact ◽  
Sindh Province ◽  
Information And Communication ◽  
Conducting Research ◽  
Basic Infrastructure

This research aims to investigate the initiatives of Federal and Provincial Governments concerning the implementation of Information and Communication technology (ICT) projects in Secondary Education. The main objective of this study is to investigate the actual implementation of ICT projects at secondary school level in Sindh province by selecting district Ghotki as a case study. While conducting research, it was observed that out of forty secondary schools in district Ghotki, only thirteen schools were selected for introduction of ICT by the Education Department. Initially, this research focused on identification of the current status of resources allocation pertinent to ICTs at each secondary school, later on, an attempt was made to identify the parameters responsible for successful and unsuccessful implementation of ICT projects in district Ghotki. The research findings determine that although, students enthusiasm and basic infrastructure are present, however, unavailability of electricity and absence of maintenance expenditure for ICT laboratories, appeared as key factors concerning the unsuccessful implementation of ICT projects in a secondary school of distinct Ghotki. This suggests that these two barriers have a strong impact on lowering students' interests in opting for computer science as a major subject for class IX and onwards. Finally, this study concludes with some recommendations to overcome these problems for successful implantation of ICT at secondary school system of Sindh province.

scholarly journals Profesor y alumnado conectados en una red pública compartida

2014 ◽  
Vol 32 (2) ◽  
pp. 463-478
Author(s):  
Teresa García Gómez ◽  
Juan José Carmona Fernández
Keyword(s):  
Secondary School ◽  
Web 2.0 ◽  
Digital Media ◽  
Teaching Method ◽  
Network System ◽  
Traditional Teaching ◽  
Web 2.0 Tools ◽  
School Classroom ◽  
Competencia Digital

El presente trabajo analiza el modo en el que el uso de las TIC y medios digitales impulsan la creación de participación ciudadana en el aula; siendo el profesor el vehículo que guía estos procesos de enseñanza y aprendizaje. La metodología utilizada es de corte cualitativo, concretamente una investigación con Estudio de Caso en un aula de secundaria, en la que se ha indagado en qué medida el uso de las herramientas web 2.0 incentivan la construcción de ciudadanía. Como resultados destacan una ruptura con el estilo docente «tradicional», creándose una Red de redes donde usa Facebook, Twitter, Google Plus de manera activa e interconexionada entre sí, potenciando una formación en y para la ciudadanía a través de un propuesta didáctica para el ejercicio de la autonomía, donde la competencia digital y la competencia social y ciudadana están íntimamente interrelacionadas. En conclusión, la participación democrática y la colaboración entre iguales, unido al desarrollo de ambas competencias, fomentan un estilo de ciudadanía activa. This paper discusses how ICT and digital media can promote involvement in civil society, with teachers being the vehicle for these educational and learning processes. Through a qualitative approach focused on a case study of a secondary school classroom, it shows to what extent the use of Web 2.0 tools encourage the building of citizenship. The most significant results show a break with "traditional" teaching through a complex network system, including active and connected uses of Facebook, Twitter and Google Plus to promote the learning of citizenship through a teaching method aimed at exercising autonomous behaviour where digital and social capacities are deeply intertwined. To conclude, citizen involvement and peer to peer cooperation, as well as the development of both capacities, promote an active-style citizenship.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

scholarly journals Rap music in minority languages in secondary education: A case study of Catalan rap

2017 ◽  
Vol 2017 (248) ◽  
Author(s):  
Cristina Aliagas Marín
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Hip Hop ◽  
Rap Music ◽  
Educational Institutions ◽  
Minority Languages ◽  
Language Practices ◽  
Peer Communication ◽  
Professional Musician

AbstractThis article explores hip hop music as a powerful tool for educational institutions to promote minority languages among teenagers living in multilingual contexts. It reports on an educational experience in secondary education that consisted of a series of rhyme workshops given by a guest hip hop artist in a secondary school in Catalonia, where two main languages (Spanish and Catalan) coexist in an unbalanced situation that favours Spanish for peer-communication. Drawing on two articulated pieces of fieldwork (the first one in the classroom and the second outside school with three students who were emergent rappers), the study shows a rift between language practices in the classroom and hip hop language practices in the teenagers’ lives. It also shows the powerful effect of bringing a professional musician into the classroom and how the school can have an impact on the language practices of the students outside school.

Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Uganda

2019 ◽  
Author(s):  
Charlotte Oloya Oloya ◽  
Emma Broadbent Broadbent ◽  
Jacklyn Makaaru Arinaitwe Arinaitwe ◽  
Nick Taylor Taylor
Keyword(s):  
Secondary Education ◽  
Teacher Preparation ◽  
Sub Saharan Africa ◽  
Sub Saharan
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