Utilizing VoiceThread to Increase Teacher Candidates' Reflection and Global Implications for Usage

2010 ◽  
pp. 108-123
Author(s):  
Virginia McCormack
Keyword(s):  
Learning Styles ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Experience ◽  
Video Recording ◽  
Web 2.0 Tools ◽  
Teachers And Students ◽  
Visualization And Simulation

A new teaching and learning experience is emerging thanks to the emanation of a new set of Web 2.0 tools. This experience is more inclusive where students are guided through a curriculum that better adapts to their individual learning styles, encourages collaborative teamwork, and facilitates critical thinking and problem solving through a variety of communication, visualization and simulation technologies. A discussion of providing a platform for reviewing and reflecting on shared learning experiences through the use of VoiceThread and digital video recording for all levels of learners is presented. The chapter highlights the power and barriers related to the application of educational technology for teacher candidates, teacher educators, teachers and students. The author proposes that teachers can become empowered, teacher educators and teacher candidates can reflect and connect curriculum with authentic activities through the application of VoiceThread, a Web 2.0 tool that will support learning and collaborating more effectively worldwide.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

Integration of Web 2.0 Collaboration Tools into Education

2010 ◽  
pp. 522-538
Author(s):  
Phillip Olla ◽  
Elena Qureshi
Keyword(s):  
Nursing Education ◽  
Information Systems ◽  
Web 2.0 ◽  
Instructional Strategies ◽  
Human Interaction ◽  
Pedagogical Issues ◽  
Web 2.0 Tools ◽  
Computer Information Systems ◽  
Teachers And Students ◽  
Shed Light

Web 2.0 is opening new capabilities for human interaction. It also broadens the way technology is used to collaborate more effectively. This chapter discusses instructional strategies and techniques used to successfully utilize Web 2.0 tools for classroom collaboration. It will also shed light on pedagogical issues that arise with the implementation of Web 2.0 into the educational setting. The chapter will present case studies describing how various Web 2.0 applications can be incorporated into a variety of courses in the areas of nursing, education, and computer information systems. Finally, recommendations for teachers and students on how to effectively use Web 2.0 tools to improve collaboration will be outlined.

Weave coding into K-5 curricula as new literacies

2019 ◽  
Vol 48 (2) ◽  
pp. 49-66
Author(s):  
Yi Jin ◽  
Shenghua Zha
Keyword(s):  
Web 2.0 ◽  
Teacher Educators ◽  
New Literacies ◽  
Low Cost ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Transformation ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Definition Of

Purpose The purpose of this paper is to posit that coding should be considered as a critical part of new literacies. Teacher educators should first adopt the new literacies perspective, and then prepare pre-service teachers to teach both traditional literacy and new literacies skills, especially preparing them how to weave coding into K-5 literacy curricula to cultivate younger learners’ new ways of expressions and computational thinking skills. To facilitate this educational transformation, low-cost Web 2.0 tools and apps were introduced as one practical approach, along with some literacy lesson ideas to help teacher educators and pre-service teachers begin to integrate coding into the K-5 literacy curricula. Design/methodology/approach This paper is a viewpoint paper. Findings A table of low-cost Web 2.0 tools was presented with sample lesson ideas. Originality/value More than ever, coding breaks the traditional definition of literacy as paper-based reading and writing. It empowers students to read, write and create with multimodality on multiple platforms. Weaving coding into the literacy curricula offers the window to promote both computational thinking and new literacies skills. Teacher educators, among all other stakeholders, should begin the efforts to prepare pre-service teachers to weave coding into the literacy curricula and other content areas in the teacher educations programs now.

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