Using Educational Technology to Guide Literacy Teaching Candidates in the Delivery of Adjusted Practices for Speakers of Urban AAVE

2013 ◽  
pp. 225-249
Author(s):  
Michelle McAnuff-Gumbs
Keyword(s):  
Educational Technology ◽  
Literacy Practices ◽  
Linguistically Diverse ◽  
Virtual Classroom ◽  
Specific Situation ◽  
Literacy Leadership ◽  
Course Content ◽  
Critical Content ◽  
The Difference ◽  
Transfer Of Information

The chapter discusses ways in which educational technology facilitated a strengthening of literacy leadership candidates’ awareness of adjusted practices suitable for application in culturally complex classrooms. It shows how the instructor in a specific course was able to infuse critical content and tasks into what would have otherwise been a generic course in literacy theories and instruction, and ensure that candidates were trained in customizing literacy practices for culturally and linguistically diverse students. Multiple online readings, lecture captures using Camtasia, WIKIs, blogs, and Elluminate virtual classroom sessions allowed for an enrichment of course content and for communication of content in powerful ways. Additionally, the tools facilitated engagement of candidates in guided reflection and case-based problem solving that facilitated a transfer of information on adjusted practices to a specific situation. Through the use of tools, the instructor was also able to monitor candidates’ uptake of practices. The difference in quality and level of candidate exposure, given use of the tools, is demonstrated primarily through content analysis of their online postings. The chapter and the research it describes qualifies as what Robleyer (2005) refers to as research “address[ing] a significant educational problem” while spotlighting “a proposed technology solution” (p. 19).

scholarly journals Interrogation tactics with an interpreter

2021 ◽  
Vol 118 ◽  
pp. 03004
Author(s):  
Sergey Vladimirovich Shvets ◽  
Vladimir Dmitrievich Zelensky ◽  
Svetlana Alexandrovna Kuemzhieva ◽  
Anastasiya Plotskaya
Keyword(s):  
Sharp Decrease ◽  
Point Of View ◽  
Theory And Practice ◽  
Criminal Proceedings ◽  
Linguistic Rights ◽  
Information Interaction ◽  
Lack Of Control ◽  
The Difference ◽  
Transfer Of Information ◽  
Investigation Procedure

In holding an investigation in relation to or with the involvement of persons, who do not know or insufficiently know the language of criminal proceedings, it becomes necessary to involve an interpreter in the crime investigation procedure. However, the contemporary investigative theory and practice take into account only one situation, namely the monolingualism of parties to a criminal proceeding. The situation when the investigator and his/her procedural opponent are fluent in different languages is still overlooked by our today’s researchers. The article examines features of the influence of the need to use an interpreter on the interrogation from the point of view of information interaction between the parties. Within the framework of this research, it was substantiated that during the interrogation involving an interpreter, additional tasks, that are not characteristic of interrogation in its classical sense, arise. The groups of communication features of interrogation with the involvement of an interpreter, generated by the difference in the language system, the lack of control on the part of the investigator over the transfer of information between the interpreter and interrogated person, as well as a sharp decrease in the range of tactical techniques suitable for use, were identified. It is proposed to divide tactical techniques during interrogation involving an interpreter into four groups depending on the need to explain the essence of them to the interpreter, as well as the need to prepare an interpreter to participate in their implementation. The article concludes the influence of an interpreter on the tactics of investigative actions, if necessary, to involve him/her to guarantee the linguistic rights of the parties to criminal proceedings, and also offers recommendations for overcoming the tactical difficulties that arise during interrogation.

scholarly journals Figurative and Creative Modeling Methods Broadening the Project Search

2015 ◽  
Vol 1 ◽  
pp. 479
Author(s):  
Lilija Momotova
Keyword(s):  
Educational Technology ◽  
Advanced Training ◽  
Design Practice ◽  
Course Content ◽  
Modeling Methods ◽  
Project Search ◽  
Creative Modeling

Fresh and original solutions are needed anywhere, not only in design practice. The designer’s task is to be outside the routine and to create a new image of things that correlates with a renovated being of a person. Figurative and creative modeling methods facilitate liberation of the designer’s imagination. The aim of the research is acquainting the reader with figurative and creative modeling methods that make it possible to get creative projects ready and develop them at a higher level; revealing connections with other kinds of creative activities; substantiating the need of using methodological recommendations for precise notion of a projected object. The base of the research is the course content of advanced training of teachers «Modern Educational Technology» and analysis of some methods that were used in a number of works in design.

Pedagogy of Authenticity in the Online Learning Environment

2019 ◽  
pp. 214-229
Author(s):  
Olga R. Dietlin ◽  
Jeremy S. Loomis ◽  
Jenny Preffer
Keyword(s):  
Online Education ◽  
Course Design ◽  
Virtual Classroom ◽  
Student Interaction ◽  
Course Content ◽  
The Core ◽  
Unconditional Positive Regard ◽  
Excellent Teachers ◽  
Core Condition ◽  
Authentic Care

Genuineness, or authenticity, has long been established as the core attribute of excellent teachers. To reach their diverse learners, caring educators build genuine connections. Congruence has been described as the core condition for a meaningful learning and restorative growth, along with unconditional positive regard and empathetic understanding. While ample research has been generated on effectiveness in online education, few studies have focused on the notion and transferability of genuineness in the virtual classroom. This chapter presents a review of the interdisciplinary literature on authenticity, explores its link to diversity, and discusses the ways of cultivating authenticity online. It explores how faculty integrate the holistic self into course content, the virtual environment, and student interaction, and concludes with a review of best practices in course design and facilitation that convey authentic care for students online.

Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

2021 ◽  
pp. 60-78
Author(s):  
Shadrack Gabriel Msengi
Keyword(s):  
Social Justice ◽  
Critical Literacy ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Literacy Practices ◽  
Linguistically Diverse ◽  
Community Of Learners ◽  
Children And Parents ◽  
Diverse Backgrounds

This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

2020 ◽  
pp. 394-416
Author(s):  
Meredith J. C. Swallow ◽  
Kathryn Will-Dubyak
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Teacher Preparation Program ◽  
Elementary Student ◽  
Instructional Decisions ◽  
Integration Of Technology

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

The Challenge of Educational Technology for Students with Multiple Impairments in the Classroom

1994 ◽  
Vol 23 (1) ◽  
pp. 75-85
Author(s):  
Paul Molloy ◽  
Barbara Baskin
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Hearing Impaired ◽  
Assistive Devices ◽  
Exceptional Children ◽  
Course Content ◽  
Heavy Users ◽  
Special Child ◽  
Successful Academic

This article describes the instructional dilemma the first author (PM) presented when he enrolled in a university class, The Special Child, taught by the second (BB). Since exceptional children are heavy users of assistive devices, the course content deals extensively with educational technology, but focuses on single technologies matched to single needs. Because of his multiple impairments, PM is legally blind and hearing impaired, numerous adaptations were required to allow him to continue his successful academic pursuits. This article describes the need for adaptation and the procedures, developed jointly by both authors, to facilitate the learning process.

scholarly journals Gregory Skovoroda’s Philosophy of Education: the Difference of a Modern Vision

2017 ◽  
Vol 21 (2) ◽  
pp. 194-210 ◽  
Author(s):  
Olga Gomilko
Keyword(s):  
Research University ◽  
Moral Virtue ◽  
Philosophy Of Education ◽  
Specific Situation ◽  
Critical Position ◽  
Self Knowledge ◽  
Modern Vision ◽  
The Difference ◽  
Christian Thought ◽  
The Mind

The article is devoted to the analysis of the modern character of the Gregory Skovoroda’s philosophy of education. Unlike his contemporaries, he focuses on connections of philosophy and moral virtue. This position contradicts the tendency of a modern institutionalization of philosophy in the way of one more discipline of the modern research university. However, Skovoroda’s critical position does not put into question the modern content of his philosophy. On the contrary, Skovoroda’s understanding of philosophy reveals the salvific ways of its cognitive and practical rehabilitation. It is because his philosophy teaches people to be wise not only the university campus but in all spheres of their own lives. That is why he speaks not just of philosophy, but of the “philosophy of the heart”. Contrary to Christian thought, he believes that human’s transformation is possible not through faith and suffering, but through the discovery a “new body” on the ground of self-knowledge and love for oneself. Unlike the modern classical philosophy, Skovoroda considers self-knowledge, not as a function of mind alone, and the heart as a dichotomy to the mind. In accordance with contemporary educational theories based on the idea of anthropotechnical turn in philosophy, Skovoroda deems the heart an instrument for enhancing the mind. Involving the heart into the sphere of rational increases the thinking of knowledge about the specific situation of its embodiment and the cognitive capabilities of its carrier. According to Skovoroda, an important consequence of such human transformations should be the overcoming of fear and hatred of the “other”.

From Blended to Fully Virtual

2021 ◽  
pp. 461-480
Author(s):  
Kathleen M. Jasonides ◽  
Amalia Zavacopoulou
Keyword(s):  
High School ◽  
Educational Technology ◽  
Liberal Arts ◽  
Core Values ◽  
Community Schools ◽  
Liberal Arts Education ◽  
Course Content ◽  
Content Learning ◽  
The Core ◽  
Digital World

The purpose of this chapter is to document the transformation of a blended, high school Humanities course to a virtual course that maintains a strong academic focus and preserves the core values of a human-centered education. The authors share the process of redesigning the course content, learning activities, and assessment, using specific examples from their experience and their research. The authors evaluate their experience by presenting the challenges and benefits of this undertaking. Ultimately, the goal of the authors is to assure that the Humanities Program at the American Community Schools Athens will continue to adapt to the digital world, making wise use of educational technology to provide our students with a broad, humanistic, liberal arts education that will serve them well in any field of endeavor.

Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
William C. Hunter ◽  
Keishana L. Barnes ◽  
Aylcia Taylor ◽  
Charmion Rush ◽  
Tachelle Banks
Keyword(s):  
Learning Communities ◽  
Culturally Relevant ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Student Behaviors ◽  
Flexible Grouping ◽  
Learning Groups ◽  
Course Content ◽  
Linguistically Diverse Learners ◽  
Instructional Best Practices

Abstract In this article, two instructional practices, Numbered Heads Together (NHT) and Carousel Brainstorming (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning Communities for CLD Learners with Exceptionalities. Although NHT and CB are not the only approaches for implementing cooperative learning groups as an effective instructional tool, it is the authors’ premise that both practices successfully promote academic achievement and provide a positive, culturally relevant design for diverse learners, as well as a practitioner-friendly framework that is easily implemented. NHT and CB also serve as a means to provide students with a voice for their learning and to promote positive student behaviors. Regardless of the setting or identified disability, when facilitated with foresight and careful planning, evidence-based instructional best practices are supported, and inclusive course content is attained through the use of NHT and CB. Example lesson plans to intentionally incorporate both strategies are included within the article.

scholarly journals Comparison of Preclinical Coursework Perception Among Dental Students from India and the Republic of North Macedonia

2021 ◽  
Vol 28 (4) ◽  
pp. E202146
Author(s):  
Manu Batra ◽  
Vesna Ambarkova ◽  
Deeksha Gijwani ◽  
Hansika Popli ◽  
Natasa Stavreva ◽  
...  
Keyword(s):  
Great Influence ◽  
Dental Students ◽  
Teaching Methodology ◽  
Cross Sectional ◽  
Student Centered ◽  
Course Content ◽  
Faculty Interaction ◽  
Social Media Platforms ◽  
The Difference ◽  
The Republic

Background. The difference in the preclinical curriculum and teaching methodology between European and Southeast Asian countries has a great influence on the process of choosing which education model is predominant and, therefore, students’ opinion on the effectiveness of a preclinical coursework is diverse. The objective of the research was to assess the perception of the preclinical coursework in prosthodontics, conservative dentistry, and endodontics among Indian and North Macedonian students. Materials and Methods. This cross-sectional comparative study was carried out among 3rd-year students, final-year students and interns of dental schools of two respective countries. The data were collected in July 2021 using Google Form, a link to which was sent via available social media platforms. The data obtained were analyzed using SPSSv.21.0 (IBM) software. Results. The data on dental students’ perception of the preclinical coursework were obtained, analyzed, compared, and discussed. A total of 50% of Indian students stated preclinical exercises to be good to get knowledge about treating patients, whereas 47% of North Macedonian students felt the average level of knowledge needed for treating patient. Conclusions. In this study, the majority of the students were in favor of attending the preclinical course and understood its importance for building up their confidence, better understanding of the subject and better patient handling in future dental practice. However, there were different students’ opinions on the course content, its duration, exercises, faculty interaction, helpfulness of theory lectures that evidence essentiality to view dental studies from a student-centered perspective.

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