Re-Culturing Beliefs in Technology

2009 ◽  
pp. 144-166
Author(s):  
Tamar Levin
Keyword(s):  
Learning Environment ◽  
Longitudinal Studies ◽  
Empirical Data ◽  
Technology Use ◽  
Classroom Practices ◽  
School Experiences ◽  
Educational Beliefs ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Everyday Classroom

Drawing on the empirical data from two longitudinal studies, the chapter describes the evolution of teachers’ educational beliefs and their actual classroom practices when using ICT in the schools. It also identifies three different classroom cultures with differing assumptions and practices concerning teaching, learning, and technology use. Highlighting the fact that teachers’ beliefs are shaped by everyday classroom and school experiences, and using teachers’ statements, metaphors and observations, the chapter shows changes occurring in the beliefs and classroom practices of several teachers. It shows that following several years of ICT use teachers changed their educational lenses, demonstrating multiple views rather than pure beliefs. Finally it demonstrates that the enculturation of teachers into ICTenriched classrooms is influenced not just by the technology used, but also by the richness of the overall learning environment with its emphasis on non-structured tasks and rich technology-based resources, and by their exposure to new educational vistas.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals School libraries, information gap and social inclusion in Papua New Guinea – Making it happen

2021 ◽  
Author(s):  
Marlene Filippi
Keyword(s):  
Learning Environment ◽  
Social Environment ◽  
Papua New Guinea ◽  
Social Inclusion ◽  
Local Community ◽  
New Guinea ◽  
School Libraries ◽  
Information Gap ◽  
The Social ◽  
Teaching Learning

School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community. It is more than a collection of books! It has the beginnings of a vibrant active resource for the whole community.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

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