Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS

2021 ◽  
Author(s):  
Polona Legvart ◽  
◽  
Metka Kordigel Aberšek ◽  
Maja Kerneža ◽  
◽  
...  
Keyword(s):  
Learning Environments ◽  
Natural Science ◽  
Digital Literacy ◽  
Primary Teachers ◽  
School Closure ◽  
Digital Learning ◽  
Science Content ◽  
School Students ◽  
Digital Environments ◽  
Digital Learning Environments

This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. Keywords: distance learning environment, generation Alpha, natural science digital literacy competence, natural science education

Digital Learning Environments and Student-Centered Curriculum in a University Context

2012 ◽  
pp. 105-114 ◽  
Author(s):  
Sevinç Gülseçen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Theory And Practice ◽  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Undergraduate Programs ◽  
Digital Learning Environments

With promises of rich information resources readily available, successful use of the World Wide Web (WWW) within an instructional setting is tied directly to a pedagogical approach that promotes Student-Centered Learning (SCL). SCL is based on constructivist approaches and has become an important theme in the educational theory and practice. Although SCL is not a new idea, new technologies developed for the Web and other Digital Learning Environments (DLEs) allow new forms of educational support to be facilitated, enabling new pedagogical concepts and enhancing learning. This chapter reports on an effort of empowering learners in the design of web-based teaching and learning in undergraduate programs in a Turkish university context.

Using the COVA Approach to Promote Active Learning in Digital Learning Environments

2018 ◽  
pp. 22-44
Author(s):  
Cindy Cummings ◽  
Dwayne Harapnuik ◽  
Tilisa Thibodeaux
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Digital Learning ◽  
Master's Program ◽  
Learning Principles ◽  
Digital Learning Environments

Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.

scholarly journals Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments

2021 ◽  
Author(s):  
Matthew Shardlow ◽  
Sam Sellar ◽  
David Rousell
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Learning Environments ◽  
Language Processing ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Academic Texts ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
The Impact

AbstractThe digitisation of higher education is raising significant questions about the impact of artificial intelligence and automation on teaching and learning environments, highlighting the need to investigate how teachers and students can work with new educational technologies in complementary ways. This paper reports results from a pilot study of the collaborative augmentation and simplification of text (CoAST) system, which is online software designed to facilitate the engagement of university students with theoretically-sophisticated academic texts. CoAST offers a digital learning interface that uses natural language processing algorithms to identify words that can be difficult to understand for readers at different ability levels. Course lecturers use their pedagogical content knowledge to add brief annotations to identified words. The software was trialed using a quasi-experimental design with (1) 23 undergraduate Education Studies students and (2) 23 digital and technology solutions students. Results suggest that CoAST offers a digital learning environment that can effectively mediate and enhance pedagogical relationships between teachers, students, and complex theoretical texts.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Sign in / Sign up

Export Citation Format

Share Document