Multiple Literacies in the ICT Age

2010 ◽  
pp. 180-206 ◽  
Author(s):  
Heather Fehring
Keyword(s):  
Scientific Literacy ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Multiple Literacies ◽  
Information Communication ◽  
Lifelong Learners ◽  
Educational Environments ◽  
Complex Process ◽  
Essential Question ◽  
The Impact

The exponentially changing world of the Information Age is reflected in the emphasis on multiple literacies and the impact of information communication technology (ICT) in teaching and learning practices in global educational environments. Students’ learning, teachers’ curricula and teacher education programmes are being adapted to these changing circumstances. The concept of multiple literacies has had a powerful influence on classroom practice. Multimodal and multidimensional curricula have become the standard for students from a very young age to lifelong learners. While discipline-specific literacies such as scientific literacy are widely acknowledged as essential components of a multiple literacies concept, notions of ‘information literacy’ have taken centre stage in discussions of students’ ability to access, retrieve and critically evaluate the information that floods the ICT driven delivery modes of the 21st century. However, it is important to remember that learning is a complex process, and that “Who is looking after our children?” is still an essential question to ask.

Innovation Failure: Losing Sight of the Big Picture

2013 ◽  
Vol 14 (4) ◽  
pp. 301-306 ◽  
Author(s):  
Anna Fortoul Obermöller
Keyword(s):  
Teaching And Learning ◽  
Innovation Process ◽  
Multiple Perspectives ◽  
Passenger Car ◽  
Complex Process ◽  
Significant Step ◽  
Big Picture ◽  
Entrepreneurial Activities ◽  
The Impact

The Case Study section of the International Journal of Entrepreneurship and Innovation serves two purposes. First, the case studies presented are concerned with problematical issues that are pertinent to students of entrepreneurship. Thus they constitute appropriate teaching and learning vehicles on a variety of postgraduate and undergraduate programmes. Each case study is accompanied by a set of guidelines for the use of tutors. Second, it is envisaged that those engaged in entrepreneurial activities will find the cases both interesting and useful. The case of PSA Peugeot Citroën's electric passenger car is an example of an innovation perceived as a failure because of its disappointing sales volume. Yet, by limiting our assessment of the electric passenger car to a short-term perspective, we may miss out on an essential part of its value. As part of a wider innovation process, the electric passenger car project is a significant step for PSA in its expertise regarding electric vehicles. Key learning outcomes: (a) to understand that innovation is a complex process with fuzzy frontiers, both in time and space; (b) to understand that innovation is a long-term investment with spillovers into other projects; (c) to be aware of the multiple perspectives that may be adopted when examining innovation; and (d) to be aware of the impact of labelling a project a failure.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

scholarly journals Trends of science technology engineering mathematics (STEM)-based learning at elementary school in Indonesia

2021 ◽  
Vol 11 (1) ◽  
pp. 87
Author(s):  
Fitri Nuraeni ◽  
Yopi Malagola ◽  
Suko Pratomo ◽  
Hafiziani Eka Putri
Keyword(s):  
Elementary School ◽  
Scientific Literacy ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Primary Data ◽  
Science Technology ◽  
The Impact

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed.  Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.

Equity and Engagement Through Digital Storytelling and Game-Based Learning

2022 ◽  
pp. 1451-1472
Author(s):  
Leslie Haas ◽  
Jill Tussey
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Educational Equity ◽  
Multiple Literacies ◽  
Game Based Learning ◽  
Learning Engagement ◽  
Literacy Experiences ◽  
Engagement Theory ◽  
Opportunity Gaps

This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.

scholarly journals Effects of course coordination and part-time precalculus instructor support on student academic performance

2020 ◽  
Author(s):  
Amir H. Golnabi ◽  
Eileen Murray ◽  
Haiyan Su
Keyword(s):  
Academic Performance ◽  
Curriculum Design ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Passing Rate ◽  
Significant Difference ◽  
Part Time ◽  
Instructor Support ◽  
The Impact

This study aims to measure the impact of course coordination and part-time Precalculus instructor support on students academic performance. Our results show the Precalculus passing rate (71.53%) was slightly higher in the post-coordination cohorts. However, this difference was not statistically significant from the passing rate (70.70%) of the cohorts in pre-coordination. Also, there was no significant difference between the passing rates (66.90% vs 65.25%) of calculus in the pre- and post-coordination cohorts. However, when accounting for the two versions of calculus, we observed one passing rate was statistically significantly lower in post-coordination cohorts, while the other passing rate was statistically significantly higher after Precalculus coordination. This paper discusses how our results confirm that a careful curriculum design in addition to a dedicated course coordination can have a significant positive impact on students’ learning and their academic performance. We observed that the reflective teaching philosophy and opportunity to engage in critical conversations about teaching and learning promoted through course coordination influenced classroom practice and resulted in improved student outcomes. We recommend that departments should recognize the importance of course coordination and encourage faculty to work closely towards the common aim of delivering the best teaching practices.

scholarly journals Innovative Leadership by School Principals: Embedding Information Communication and Technology in Kuwaiti Schools

2012 ◽  
Vol 8 (4) ◽  
pp. 425-434
Author(s):  
Mohammed Al Sharija ◽  
James J Watters
Keyword(s):  
Teaching And Learning ◽  
School Principals ◽  
Major Change ◽  
Change Leadership ◽  
Teaching Staff ◽  
Information Communication ◽  
Human Needs ◽  
Theoretical Perspectives ◽  
The Impact ◽  
Communication And Technology

Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural resources. A major policy initiative has been the introduction of Information Communication and Technology (ICT) to schools. However, contextual issues and teacher capabilities in the use of ICT have limited the success of this initiative. The study examines the leadership strategies of two secondary school principals whose schools have achieved this goal. The case study draws on intensive data collected through interviews of the principals, and teachers supported by document analysis and observations. Analysis was guided by theoretical perspectives drawn from the literature which identified a range of strategies used by the principals to manage change. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The outcome of this study proposes an innovative change leadership model that informs emerging countries, which are also undergoing major change related to ICT. However, the study also revealed limitations in the implementation of ICT in the classroom and provides insights into further strategies that principals need to adopt.

scholarly journals Pre-Service Science Teachers’ Views of the Nature of STEM

2020 ◽  
Vol 31 (4) ◽  
pp. 356-366
Author(s):  
Chatree Faikhamta ◽  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Service Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

scholarly journals An Explorative Study on the Null Secondary Science Curriculum in Bangladesh

2017 ◽  
Vol 28 (2) ◽  
pp. 147-155
Author(s):  
Tapashi Binte Mahmud Chowdhury ◽  
◽  
Mohammad Nure Alam Siddique ◽  
Keyword(s):  
Scientific Literacy ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Teacher Educators ◽  
Science Curriculum ◽  
Group Discussion ◽  
Reproductive Organs ◽  
Secondary Science ◽  
Null Curriculum ◽  
The Impact

The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.

scholarly journals THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE

2020 ◽  
Vol 19 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Paweł Bernard ◽  
Karol Dudek-Różycki
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Quantitative Character ◽  
Limited Information ◽  
Self Evaluation ◽  
One Year ◽  
The Impact

Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers’ professional practices. The training consisted of two stages: I – one-week-long core training, and II – one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers’ practices related to facilitating learning by inquiry and identified the inquiry’s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning. Keywords: inquiry-based learning, in-service teachers, professional development, science education.

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