Listening and Learning through ICT with Digital Kids

Teaching And Learning ◽

Social Dynamics ◽

Case Reports ◽

Teaching Profession ◽

Initial Teacher Education ◽

Listening Skills ◽

Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

Revisão sistemática sobre letramento digital na formação de professores

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.12.3.128-143 ◽

2019 ◽

Vol 12 (3) ◽

pp. 128-143

Author(s):

Késsia Mileny De Paulo Moura

Keyword(s):

Systematic Review ◽

Student Teachers ◽

Digital Literacy ◽

Social Dynamics ◽

Digital Technologies ◽

Digital Information ◽

Teachers And Students ◽

Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática. ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v10i4.628 ◽

2009 ◽

Vol 10 (4) ◽

Cited By ~ 4

Author(s):

Jean-Marie Muhirwa

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Social Dynamics ◽

Cost Effective ◽

Sub Saharan Africa ◽

Poor Countries ◽

Sub Saharan ◽

Educational Potential

Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

USING INFORMATION AND COMMUNICATION TECHNOLOGIES AND LIBRARY OPERATIONS IN SUPPORT OF HIGHER EDUCATION INSTITUTIONS

The Journal of Educators Online ◽

10.9743/jeo.2021.18.1.9 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Rexwhite Enakrire

Keyword(s):

Higher Education ◽

Service Delivery ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Teaching Profession ◽

Academic Excellence ◽

Technological Tools ◽

Information And Communication

This paper argues that the use of information and communication technologies (ICTs) and library operations has become inevitable to sustain higher education institutions (HEIs). The deteriorating state of educational standards in Africa, amidst other prevalent factors of nonpolicy formulation and implementation; increasing student enrolment; competition among HEIs for academic excellence; poor technological tools for teaching and learning; inadequate skills among professionals (academics and non-academics); and the changing nature of best practices in the teaching profession are all reasons for this. Both qualitative and quantitative research approaches were applied in this study of Delta State, Nigeria IHEs. The qualitative approach made use of interpretive content analysis of documents harvested from the databases of Scopus and Web of Science, while the quantitative approach applied the survey research method through a questionnaire for data collection. The findings revealed that different types of ICTs and library operations were key pillars in the sustainability of higher education institutions in Delta State and that the scientific value of available ICTs and library operations was embedded in transitioning from a traditional to a virtual platform for efficient and effective service delivery, restructuring the library environment, and unending accessibility. The study recommends continuous acquisition of recent digital technological tools to sustain and enhance library operations and quality service delivery in HEIs, since ICTs and library operations are the bedrock of HEIs.

Cultural, Behavioral, and Social Considerations in Electronic Collaboration - Advances in Human and Social Aspects of Technology ◽

Ecologies of Information and Communication Technology Platform Design for e-Government Service Provision

10.4018/978-1-4666-9556-6.ch003 ◽

2016 ◽

pp. 37-68

Author(s):

Shefali Virkar

Keyword(s):

Social Dynamics ◽

Key Factors ◽

Public Administration Reform ◽

Organisational Reform ◽

Ecology Of Games

This research chapter, through the presentation of an empirical case study surrounding the implementation and use of an electronic property tax collection system in Bangalore (India), developed between 1998 and 2008, critically examines both the role of Information and Communication Technologies (ICTs) in governmental reform processes and the contribution of such technologies to the deeper understanding of the social dynamics shaping e-government projects used to reform public sector institutions. Drawing on the theoretical perspectives of the ‘Ecology of Games' and ‘Design-Actuality Gaps', both of which recognise the importance of a multitude of diverse motives and individualistic behaviour as key factors influencing organisational reform and institutional change, the chapter contributes not just to an understanding of the role of ICTs in public administration reform, but also towards that emerging body of research which is critical of managerial rationalism for an organization as a whole, and is sensitive to an ecology of actors and their various motivations operating within the symbiotic organisation.

Ecologies of Information and Communication Technology Platform Design for E-Government Service Provision

Open Government ◽

10.4018/978-1-5225-9860-2.ch039 ◽

2020 ◽

pp. 830-861

Author(s):

Shefali Virkar

Keyword(s):

Social Dynamics ◽

Key Factors ◽

Public Administration Reform ◽

Organisational Reform ◽

Ecology Of Games

This research chapter, through the presentation of an empirical case study surrounding the implementation and use of an electronic property tax collection system in Bangalore (India), developed between 1998 and 2008, critically examines both the role of Information and Communication Technologies (ICTs) in governmental reform processes and the contribution of such technologies to the deeper understanding of the social dynamics shaping e-government projects used to reform public sector institutions. Drawing on the theoretical perspectives of the ‘Ecology of Games' and ‘Design-Actuality Gaps', both of which recognise the importance of a multitude of diverse motives and individualistic behaviour as key factors influencing organisational reform and institutional change, the chapter contributes not just to an understanding of the role of ICTs in public administration reform, but also towards that emerging body of research which is critical of managerial rationalism for an organization as a whole, and is sensitive to an ecology of actors and their various motivations operating within the symbiotic organisation.

Theories and models of and for online learning

First Monday ◽

10.5210/fm.v12i8.1976 ◽

2007 ◽

Cited By ~ 4

Author(s):

Caroline Haythornthwaite ◽

Richard Andrews ◽

Michelle M. Kazmer ◽

Bertram C. Bruce ◽

Rae-Anne Montague ◽

...

Keyword(s):

Online Learning ◽

Technology Use ◽

Teaching And Learning ◽

Theoretical Models ◽

Teaching Online ◽

E Learning

For many years, discussion of online learning, or e-learning, has been pre-occupied with the practice of teaching online and the debate about whether being online is 'as good as' being offline. The authors contributing to this paper see this past as an incubation period for the emergence of new teaching and learning practices. We see changes in teaching and learning emerging from the nexus of a changing landscape of information and communication technologies, an active and motivated teaching corps that has worked to derive new approaches to teaching, an equally active and motivated learning corps that has contributed as much to how to teach online as they have to how to learn while online, with others, and away from a campus setting. We see the need for, and the emergence of, new theories and models of and for the online learning environment, addressing learning in its ICT context, considering both formal and informal learning, individual and community learning, and new practices arising from technology use in the service of learning. This paper presents six theoretical perspectives on learning in ICT contexts, and is an invitation to others to bring theoretical models to the fore to enhance our understanding of new learning contexts.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

JIKE Jurnal Ilmu Komunikasi Efek ◽

10.32534/jike.v1i2.156 ◽

2018 ◽

Vol 1 (2) ◽

pp. 156-165 ◽

Cited By ~ 1

Author(s):

Linda Linda ◽

Ida Ri'aeni

Keyword(s):

Teaching And Learning ◽

First Grade ◽

English Department ◽

Instructional Media ◽

Mobile Media ◽

Efl Writing ◽

Efl Students

Abstract The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the studentsâ€™ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency studentsâ€™ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for studentsâ€™ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/153 ◽

2018 ◽

Author(s):

Pham Van Truong

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Software Management ◽

Active Teaching ◽

Application Management ◽

Local Practices ◽

Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

Education and Technologies Journal ◽

10.26883/2010.202.2362 ◽

2020 ◽

Vol 11 (2) ◽

pp. 347-352

Author(s):

Atanaska Peneva ◽

Keyword(s):

Mobile Communications ◽

Teaching And Learning ◽

Web Based ◽

Modern Approach ◽

Building Information ◽

Practical Guidelines ◽

Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.