Creativity in Interdisciplinary Teaching

Advances in Early Childhood and K-12 Education - Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model ◽

10.4018/978-1-5225-0267-8.ch018 ◽

2016 ◽

pp. 294-304

Author(s):

Caitlin R. Lewis ◽

Margarita Gournaris

Keyword(s):

Student Engagement ◽

Social Studies ◽

Web 2.0 ◽

Student Motivation ◽

Role Play ◽

Web 2.0 Tools ◽

9Th Grade ◽

Interdisciplinary Teaching ◽

Ability Levels ◽

Struggling Student

We co-taught an interdisciplinary English and social studies class in 9th grade. Our class had very diverse ability levels. In order to differentiate instruction and engage all our students, we turned to the i2Flex methodology as a guide, and found tremendous success implementing it together with role-play and simulation. We found that incorporating Web 2.0 tools within our instructional approach increased student motivation. The ideas behind i2Flex guided us in changing our approach to instruction and lead us to creating a far more constructivist classroom. Student engagement and enjoyment improved, and we saw struggling student flourish.

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Smartphones give you wings: Pedagogical affordances of mobile Web 2.0

Australasian Journal of Educational Technology ◽

10.14742/ajet.1098 ◽

2010 ◽

Vol 26 (1) ◽

Cited By ~ 110

Author(s):

Thomas Cochrane ◽

Roger Bateman

Keyword(s):

Student Engagement ◽

Web 2.0 ◽

Mobile Learning ◽

Interactive Multimedia ◽

Tertiary Education ◽

Social Constructivist ◽

Web 2.0 Tools ◽

Mobile Web ◽

Learning Projects

Built on the foundation of four years of research and implementation of mobile learning projects (m-learning), this paper provides an overview of the potential of the integration of mobile Web 2.0 tools (based around smartphones) to facilitate social constructivist pedagogies and engage students in tertiary education. Pedagogical affordances of mobile Web 2.0 tools are evaluated, and student usage and feedback is outlined via an interactive multimedia timeline (using YouTube videos) illustrating how these mobile Web 2.0 pedagogical affordances have transformed pedagogy and facilitated student engagement in a variety of course contexts. A rubric for evaluating appropriate smartphone choices is provided, and a model for implementing mobile Web 2.0 pedagogical integration is presented.

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Developing Web 2.0 Tools for Support of Historical Inquiry in Social Studies

Computers in the Schools ◽

10.1080/07380560802367761 ◽

2008 ◽

Vol 25 (3-4) ◽

pp. 275-287 ◽

Cited By ~ 10

Author(s):

Glen Bull ◽

Thomas Hammond ◽

Bill Ferster

Keyword(s):

Social Studies ◽

Web 2.0 ◽

Historical Inquiry ◽

Web 2.0 Tools

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Using Web 2.0 Tools to Enhance the Student Experience in Non-Teaching Areas of the University

Web 2.0-Based E-Learning ◽

10.4018/978-1-60566-294-7.ch013 ◽

2010 ◽

pp. 247-266 ◽

Cited By ~ 1

Author(s):

Lisa Cluett ◽

Judy Skene

Keyword(s):

Student Engagement ◽

Web 2.0 ◽

Student Satisfaction ◽

Student Learning ◽

Online Community ◽

Student Experience ◽

Web 2.0 Tools ◽

The University

This chapter aims to provide an overview of the nexus between student learning and student engagement outside the classroom, and to highlight the importance of non-teaching units in contributing to student satisfaction. It discusses the role of non-teaching units (such as libraries, guilds, student services departments, and other bodies) in creating online communities using Web 2.0 tools. The chapter uses the NODE project hosted by the University of Western Australia as a case study to demonstrate how some of these principles can be put into action. The significance of non-teaching units is confirmed, in addition to providing recommendations for fostering greater collaboration between staff and advice on setting up a Web 2.0-based online community in a university.

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Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

International Journal of Creative Multimedia ◽

10.33093/ijcm.2020.1.x1.4 ◽

2020 ◽

Vol 1 (1) ◽

pp. 41-55

Author(s):

Ibrahim Adam

Keyword(s):

Student Engagement ◽

Active Learning ◽

Learning Environment ◽

Web 2.0 ◽

Low Complexity ◽

Learning Activities ◽

Learning Needs ◽

Pedagogical Strategies ◽

Web 2.0 Tools ◽

Student Centred Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

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Collaborative and role-play strategies in software engineering learning with web 2.0 tools

Computer Applications in Engineering Education ◽

10.1002/cae.21557 ◽

2012 ◽

Vol 22 (4) ◽

pp. 658-668 ◽

Cited By ~ 5

Author(s):

Rebeca P. Díaz Redondo ◽

Ana Fernández Vilas ◽

José J. Pazos Arias ◽

Alberto Gil Solla

Keyword(s):

Software Engineering ◽

Web 2.0 ◽

Role Play ◽

Web 2.0 Tools

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The Effect of Blended Learning Environments on Student Motivation and Student Engagement: A Study on Social Studies Course

TED EĞİTİM VE BİLİM ◽

10.15390/eb.2015.2592 ◽

2015 ◽

Vol 40 (177) ◽

Cited By ~ 7

Author(s):

Mustafa Sarıtepeci ◽

Hasan Çakır

Keyword(s):

Student Engagement ◽

Social Studies ◽

Blended Learning ◽

Learning Environments ◽

Student Motivation

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Web 2.0 Tools in Social Studies Methods

Technology Implementation and Teacher Education ◽

10.4018/978-1-61520-897-5.ch018 ◽

2010 ◽

pp. 312-331 ◽

Cited By ~ 1

Author(s):

Adam M. Friedman ◽

Tina L. Heafner

Keyword(s):

Social Studies ◽

Web 2.0 ◽

Social Studies Methods ◽

Web 2.0 Tools ◽

Practical Applications ◽

Integration Of Technology ◽

Social Studies Teacher ◽

Impact Of Technology ◽

K 12 ◽

The Impact

This chapter presents the theory and literature behind the integration of technology, particularly the Internet, in social studies teacher education. The authors have spent significant time studying the impact of technology in the K-12 social studies environment; the results of this research are summarized in the chapter and serve as a backbone for how technology is integrated into our teaching methodology courses with the context of preparing future teachers to utilize technology as a tool to enhance content, student learning experiences, and academic achievement of their future students. Specifically, we focus on three Web 2.0 tools; blogs, wikis, and podcasts. Specific examples, vignettes, practical applications for methods instructors, and directions for the future are provided.

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