Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

2016 ◽  
pp. 728-752 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Technology Literacy ◽  
Learning Technology ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Basic Technology ◽  
K 12

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers' reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.

Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

2014 ◽  
pp. 24-48 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Technology Literacy ◽  
Learning Technology ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Basic Technology ◽  
K 12

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers’ reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.

Web-Based Technologies, Technology Literacy, and Learning

2011 ◽  
pp. 94-117 ◽  
Author(s):  
Wan Ng
Keyword(s):  
World Wide ◽  
Technology Literacy ◽  
Current Status ◽  
Global Level ◽  
Pedagogical Tools ◽  
Web Based ◽  
Teachers And Students ◽  
K 12 ◽  
Source Of Information

This chapter consolidates information regarding the role of technology in K-12 education, including policies related to it at a global level, the current status of its use in the classroom, and its impact on student learning. Its main focus is on the World Wide Web where its rich source of information and educational tools remains largely untapped in many K-12 classrooms. The chapter provides an illustration of how some Web-based technologies can be used to promote constructivist learning and foster the development of technology literacy in K-12 students. It also informs researchers and educators of issues and challenges faced by teachers and students in the classrooms in using these Web-based technologies and resources as pedagogical tools for concept development and promoting technology literacy.

Online Student Discussions for Social Construction of Knowledge and Dialogue

2020 ◽  
pp. 456-471
Author(s):  
Johnny B. Allred
Keyword(s):  
Reading Comprehension ◽  
Social Construction ◽  
Literacy Practices ◽  
Online Discussions ◽  
Reflective Dialogue ◽  
Construction Of Knowledge ◽  
Use Of Technology ◽  
Social Construction Of Knowledge ◽  
Online Conversations ◽  
Teachers And Students

Digital tools and practices are becoming more integral to what happens in classrooms at all levels, so it is helpful to examine how teachers and students are utilizing technology during literacy practices. This chapter presents a review of research regarding instructional practices and classroom environments that cultivate purposeful use of technology for literacy development. Specifically, this chapter investigates aspects of online conversations that promote social construction of knowledge, reflective dialogue, and increased reading comprehension; it also provides insights for educators who seek to enhance or transform the structure of their students' online conversations about assigned readings. This review of research is guided by the following research questions: (a) What are the general affordances of online discussions? (b) What types of comments are students making in such discussions? and (c) What are the observed effects of online discussions on reading comprehension?

Technology Tips: Ferrari's Method and Technology

2005 ◽  
Vol 99 (1) ◽  
pp. 68-70
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Appropriate Use ◽  
Pedagogical Content ◽  
Technology Application ◽  
Use Of Technology ◽  
Teachers And Students ◽  
K 12 ◽  
The University

Welcome to another year of “Technology Tips.” I, Suzanne Harper, will be the primary editor for the 2005–2006 column issues, and it is my pleasure to introduce this year's new co-editor, Shannon Driskell. Shannon teaches undergraduate and graduate mathematics content courses at the University of Dayton in Ohio. Her main interests include the appropriate use of technology in K–12 mathematics, preservice and inservice teachers' pedagogical content knowledge, and the teaching and learning of geometry. We are always looking for new and interesting ways for teachers and students to use technology effectively. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send ideas to my contact address. I also would like to take the time to thank Hollylynne Stohl Lee for her amazing dedication and guidance as editor of the column last year.

scholarly journals TEKNOGOGI

Jurnal Shanan ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 108-127
Author(s):  
Elia Tambunan
Keyword(s):  
Online Learning ◽  
Religious Education ◽  
Participant Observation ◽  
Learning System ◽  
Technology Literacy ◽  
Learning Technology ◽  
Online Systems ◽  
Thematic Instruction ◽  
Learning Modalities ◽  
Use Of Technology

Not a few teachers in Indonesia, despite being technology users, are not yet good at using it as technogogy. As a result of the teacher’s habit of using the classroom as a place of learning in formal schools, they encounter serious obstacles in the online learning system, especially those who are no longer young. Technology, teachers, society, and online learning, as material objects for discussion in this paper, have a problematic relationship. This paper intends to describe the practical use of technology as a fun learning devices for urban society in Indonesia, namely technogogy with Salatiga as an example. With qualitative data collected through participant observation of 29 teachers as a research method between March and September 2020 and then analyzed, researchers found interesting empirical data. The COVID-19 pandemic has corrected the performance of teachers who are accustomed to vocalizing. Online systems require the latest digital-based technology literacy levels to ensure learning systems are not just administrative jobs for teachers. Living Books produced by Jungle School function as a technology containing transformative thematic instruction that can fulfill learning modalities for students from various countries. It is a novelty of urban education praxis, shown by this paper, a new learning technology that can also be adopted and innovated by practitioners of further Christian Religious Education.

Digital Video in the K-12 Classroom

2011 ◽  
pp. 247-270 ◽  
Author(s):  
Christopher Essex
Keyword(s):  
Production Process ◽  
Student Learning ◽  
Real World ◽  
Digital Video ◽  
Video Production ◽  
Technology Literacy ◽  
Video Technology ◽  
Teachers And Students ◽  
Technological Developments ◽  
K 12

This chapter describes how digital video (DV) production can be integrated into K-12 education. It describes how recent technological developments in digital video technology provide an exciting new way for teachers and students to collect, share, and synthesize knowledge. It argues that DV can provide tangible, real-world benefits in student learning, as it requires that students work actively and collaboratively on authentic real-world tasks. Furthermore, DV projects can be tied to technology literacy and curriculum standards. The reader is guided through the stages of the DV production process, and specific K-12 projects are described. Guidelines for choosing hardware and software are provided. Parent and administrative concerns about the use of DV are discussed. The goal of this chapter is to provide K-12 teachers and administrators with the information they need to integrate digital video production into the curriculum.

scholarly journals Multimodal texts in support of linguistic and critical thinking development in English for specific purposes

2021 ◽  
pp. 29-45
Author(s):  
Stavroulla Hadjiconstantinou
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
English For Specific Purposes ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Personal Opinion ◽  
Critical Practices ◽  
The Media

In light of widespread recognition of the need to explore new forms of literacy brought by the contemporary semiotic world, this study explores the potential Critical Thinking (CT) may offer in developing learners’ critical literacy in an English for Specific Purposes (ESP) context enhanced with the use of technology. Drawing on research in critical pedagogy that highlights the importance of raising learners’ critical awareness through language, I explore how critical practices of identifying and negotiating the expression of personal opinion in multimodal texts, in an English for the Media context particularly sensitive to issues of criticality, can enhance the development of multimodal literacy. This development is informed by Design-Based Research (DBR) (McKenney & Reeves, 2013), in which iteration and refinement of an intervention designed around these practices leads to the development of principles deriving from the evolution of the design.

scholarly journals Fostering EFL learners´ literacies through local inquiry in a multimodal experience

2016 ◽  
Vol 18 (2) ◽  
pp. 67 ◽  
Author(s):  
July Rincon ◽  
Amparo Clavijo-Olarte
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
English Language ◽  
Literacy Practices ◽  
Public Institution ◽  
Cultural Issues ◽  
Multimodal Texts ◽  
Language Class ◽  
Teachers And Students ◽  
Community Issues

Addressing students’ social reality through the exploration of community inquiries in the English language class can create learning environments for developing students´ language and literacies. This paper addresses the question in what ways community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality. It discusses the role community inquiries play in the development of literacy practices of a group of 10th graders in their EFL class. This descriptive qualitative project carried out at a public institution in the south of Bogotá, Colombia involved 40 participants. The goal of the institutional project is to transform the way students relate to the community in order to create local knowledge. Data was collected through videotape recordings of students´ presentations, teacher´s journal, students´ interactions in Facebook and students´ blogs in a 2-year period. The findings reveal that teachers and students enacted a critical pedagogy through an inquiry curriculum that explored community issues and allowed participants to become inquirers of their own realities. Students´ language learning was evident in multimodal texts in English in their blogs, in the use of EFL in their oral presentations and in their comments in response to peers in Facebook and their blogs. 

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Assessment and Management of Mercury-Catalyzed Polyurethane Gym Floors: 10 Lessons from 10 New Jersey School Districts

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Richard Lynch ◽  
Elissa Favata ◽  
Michael Gochfeld ◽  
Richard Lynch
Keyword(s):  
New Jersey ◽  
School Districts ◽  
Mercury Vapor ◽  
Mercury Exposure ◽  
Air Monitoring ◽  
Teachers And Students ◽  
Floor Coverings ◽  
K 12 ◽  
Effective Assessment ◽  
Assessment Strategies

Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.

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