Digital Storytelling in Language Classes

2019 ◽  
pp. 276-290 ◽  
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the chapter is to introduce an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through the mediums of voice, imagery, music, text, sound, video, and animation. The main underlying theoretical basis of digital storytelling is cognitive theory of multimedia learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone. The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education, and how it can be made and used in teaching and learning by teachers and students.

Digital Storytelling in Language Classes

2018 ◽  
pp. 2442-2454
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the current chapter is introducing an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through several medium of voice, imagery, music, text, sound, video and animation. The main underlying theoretical basis of digital storytelling is Cognitive Theory of Multimedia Learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone (Mayer, 2005). The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education and how it can be made and used in teaching and learning by teachers and students.

scholarly journals Using ICT to Improve Teaching and Learning of Kiswahili Language for University Students

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Tumaini Samweli Mugaya
Keyword(s):  
Mobile Phones ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Poor Access ◽  
Language Classes ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
Descriptive Survey

This study aimed to investigate the use of Information and Communication Technology (ICT) to improve Kiswahili teaching and learning at the University of Dodoma. The objectives of the study were: To identify the experience of using ICT devices in teaching general language, to examine the use of ICT in Kiswahili language classes and suggest innovative ICT tools to teach and spread Kiswahili. The study employed social learning theory of Bandura. The study used a descriptive survey design to answer the research questions. Purposive sampling was used to choose key informants. Documentaries, interviews and focus group discussion were used for teachers and students to collect data and documentary reviews used to provide further information.The results showed a limited use of ICT in teaching and learning of general languages and this adds up into poor access of existing installed language laboratory. The results also showed minimal use of ICT in Kiswahili language classes to the extent that majority of the students preferred to use Kiswahili in the computers, laptops and mobile phones. However, the study came up with various innovative ICT tools such as web based learning and improved language lab to teach and spread Kiswahili language. This can be done through ICT tools such as computer use, mobile phones and accessing the internet through language apps.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

scholarly journals Teachers Working in Special Schools in Scotland Acting with Practical Wisdom: Supporting Children with Additional Needs in COVID-19 Lockdown

2021 ◽  
Vol 11 (10) ◽  
pp. 569
Author(s):  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Kumara Ward
Keyword(s):  
Special Education ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
Practical Wisdom ◽  
Learning Difficulties ◽  
Theoretical Framework ◽  
Educational Context ◽  
Teacher Engagement ◽  
Special Schools ◽  
Depth Interviews

The COVID-19 lockdown has substantially disrupted the established facets of teacher engagement with their students, and, given the significance of this multidimensional interaction, it brings into question what we know as teachers’ identity. The lockdown has offered a dilemmatic context where the processes of teaching and learning and being(s) a teacher are being re-visited and re-negotiated. This paper looks specifically at the perceptions of two teachers of their lockdown experience working within a special education context in Scotland, supporting children with disabilities and/or learning difficulties while at home. The question that this paper addresses is: what is the understanding of these two teachers of their role in a specialised educational context while in COVID-19 lockdown? This paper uses ‘practical wisdom’ (also known as phronêsis) as its theoretical basis, where the focus is on teachers’ judgements at precisely those moments where guidelines and procedures are unclear, and the criteria open to multiple interpretations. The COVID-19 pandemic certainly provided this context. Richard Smith’s interpretation of phronêsis as ‘attentiveness’ are central to this paper. In-depth interviews carried out with teachers are analysed through this theoretical framework and two themes are discussed.

scholarly journals Multimedia English Learning Materials for Deaf or Hard of Hearing (DHH) Children

2021 ◽  
Vol 5 (4) ◽  
pp. 571
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Ni Made Rai Wisudariani ◽  
Gede Aditra Pradnyana ◽  
I Made Ardwi Pradnyana ◽  
Ni Komang Arie Suwastini
Keyword(s):  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Needs ◽  
English Learning ◽  
Learning Materials ◽  
Need Analysis ◽  
Interview Guide ◽  
Teachers And Students ◽  
Field Notes

In supporting learning for Deaf or Hard of Hearing/DHH children, it is not easy finding learning sources that are accessible online, especially in English. Furthermore, during the COVID-19 pandemic, when learning was required to be carried out online, there were no learning applications that included English sign language that could be used by teachers and students as learning media. Thus, this study aims to analyze the need for developing multimedia-based English learning materials for Deaf or Hard of Hearing (DHH) children. This qualitative study involved DHH students and instructors in Special School (SLB), Bali. The need analysis was conducted to identify the ongoing situation of DHH children in the context of developing English multimedia learning materials. Interview and observation techniques applying two types of instruments in the form of an interview guide and field notes were used to collect the information towards the English learning needs for DHH children. The results of the study identified several needs that underlie the development of English multimedia learning materials, namely inadequate English instructors, text-based teaching materials, and the less than optimal teaching and learning process during the COVID-19 pandemic. Therefore, the development of multimedia-based English learning materials is needed.

scholarly journals Integrating Animations in Chinese Character Writing Based on Cognitive Theory of Multimedia Learning to Promote Students’ Writing Skills

2018 ◽  
Vol 12 (7) ◽  
pp. 97
Author(s):  
Tan Geok Tin ◽  
Noor Azean Atan ◽  
Mohd Nihra Haruzuan Mohamad Said ◽  
Mohd Fazli Ali ◽  
Sanitah Mohd ◽  
...  
Keyword(s):  
Online Learning ◽  
Writing Assessment ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Chinese Character ◽  
Multimedia Learning ◽  
Writing Skills ◽  
Wilcoxon Test ◽  
Writing Performance ◽  
Post Test

<p class="0abstract">The complexity of Chinese character caused students facing learning difficulty in mastering the Chinese character writing skills. This study aimed to investigate the effect and students' perception on the implementation of animation in teaching and learning of Chinese character writing based on Cognitive Theory of Multimedia Learning (AniCC Online Learning) via Frog VLE platform. Meanwhile, the relationship of implementation of AniCC Online Learning and pupil's writing performance was also studied to have further insights into the Chinese character teaching and learning situation. Pre-experimental one group pre-test and post-test design were adopted and thirty three Year 1 students were selected as the respondents in this research which involved four types of instruments. There was a significant different (p = 0.013) between the scores of pre-test and post-test for students' writing performance after performing paired samples t-test. The study also showed an increase in the means scores of students' writing skills and an increase in the percentage of students' writing skills ranking at rank 4 or above although no significant different (p = 0.180) was observed between the pre writing assessment and post writing assessment after Wilcoxon Test was performed. The students overall showed high acceptance towards integration of AniCC Online Learning with overall mean score 0.90 (maximum = 1). In sum, the design of AniCC Online Learning via Frog VLE platform is able to improve writing performance as well as to help students in their writing skills.</p>

scholarly journals How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning

2017 ◽  
Author(s):  
Guadalupe López-Íñiguez ◽  
Tuula Jääskeläinen
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Holistic Approach ◽  
Theoretical Framework ◽  
Educational Process ◽  
Teachers And Students ◽  
Equity Model ◽  
Equality In Education

While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very concepts of equality and equity mean in education. When striving to achieve equality in higher music education, the use of learner-centered pedagogies may promote an engaging and satisfying learning experience. We illustrate a more holistic approach in teaching and learning music by adapting the equality-equity model developed by Espinoza (2007) to give an overview of dimensions of equality and equity with reference to the different stages of the educational process at the music university level. Constructivist research and phenomenographic research in teaching and learning music suggest that the conceptions held by teachers and students about teaching and learning can be relevant factors in the pursuit of change in educational practices. On this basis, we develop a theoretical framework and suggest some remedies for the research of teaching and learning in music universities aimed at developing more holistic quality in higher music education.

scholarly journals Code Switching in BIPA Classes: Teachers' and Students’ Attitudes

2017 ◽  
Vol 13 (1) ◽  
pp. 43
Author(s):  
Hanna Suteja ◽  
Christina Purwanti
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Code Switching ◽  
Qualitative Research Design ◽  
Language Classes ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Teaching Learning

<p>The controversy of using L1 or L2 only in second language classes has been widely discussed in many studies. Some teachers, however, opt for the middle ground by employing the bilingual approach; they practice code switching to some extent to facilitate teaching learning process.  In the context of BIPA teaching and learning this issue has not been sufficiently addressed. Therefore, this study seeks to explore the teachers as well as the students’ attitude towards the practice of code-switching in BIPA classes, specifically in the basic level classes. The factors behind its practice will also be discussed in the light of its benefit and hindrance for teaching learning process. This study employed a quantitative research design by conducting a survey and a qualitative research design by interpreting the result of the interview with the teachers and students. In general the study indicates the need of code-switching to support teaching and learning process, especially for the beginner level classes.</p><em>BAHASA INDONESIA ABSTRAK: Kontroversi penggunaan hanya bahasa pertama atau bahasa kedua dalam kelas bahasa kedua telah banyak dibahas dalam banyak penelitian. Meskipun demikian, sebagian pengajar memilih jalan tengah dengan menggunakan pendekatan dwi-bahasa; mereka menggunakan alih kode sampai kadar tertentu untuk memudahkan proses belajar mengajar. Dalam konteks belajar mengajar BIPA isu ini kurang banyak dibahas. Karena itu, studi ini ingin mengkaji sikap para pengajar maupun pelajar terhadap praktek alih kode di kelas BIPA, khususnya di kelas tingkat  dasar. Faktor-faktor di balik praktek tsb juga akan dibahas dalam perspektif kelebihan dan kekurangannya untuk proses belajar mengajar. Penelitian ini bersifat kuantitatif dengan mengadakan survei dan juga kualitatif dengan melakukan intepretasi terhadap hasil wawancara dengan pengajar dan pelajarnya. Secara umum, studi ini mengindikasikan perlunya alih kode untuk mendukung proses belajar mengajar, khusunya untuk kelas tingkat dasar.</em>

Digital Storytelling

2011 ◽  
pp. 408-423 ◽  
Author(s):  
Lee Christopher
Keyword(s):  
Digital Storytelling ◽  
Theoretical Framework ◽  
Future Research ◽  
Technological Gap ◽  
Digital Story ◽  
Teachers And Students ◽  
Definition Of

It is the purpose of this chapter to introduce and discuss one ancient and proven methodology made new with technology that can help to close the technological gap between teachers, and students—Digital Storytelling. In this chapter the definition of what a story is and what a digital story is given. Included in this chapter is a discussion on the theoretical framework for the story with examples. Also, in this chapter is a brief overview of recommended future research in the area of Digital Storytelling. Further, included in this chapter is a discussion concerning the benefits and limitations of this methodology and how the limitations can be addressed.

scholarly journals Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation

2017 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Zeeshan Bhatti ◽  
Abdul Waheed Mahesar ◽  
Ghullam Asghar Bhutto ◽  
Fida Hussain Chandio
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Research Work ◽  
Cognitive Learning ◽  
Temporal Contiguity ◽  
3D Animation ◽  
Audio Narration ◽  
A New Technique

Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogs in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of  cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

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