Teacher Candidates Learning through the Creation of Podcasts

2010 ◽  
pp. 380-397
Author(s):  
Christian Penny
Keyword(s):  
Higher Education ◽  
New Media ◽  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Knowledge Building ◽  
Creation Process ◽  
Use Of Technology ◽  
Mainstream Society

As teacher educators it is imperative that we model the sound use of technology to enrich the teaching and learning process. Podcasting is enjoying phenomenal growth in mainstream society, alongside other new media that enable users to author and distribute content quickly and easily. The project reported on in this chapter focuses on teacher candidates creating their own podcasts for distribution on iTunes. The chapter explains the what of podcasting and how podcasting is being used in higher education, then details the podcast creation process and describes how engaging in the podcasting exercise promoted collaboration and knowledge building among the teacher candidate producers. Thus the focus is on teacher candidates learning through creating podcasts, in contrast to learning from podcasts.

scholarly journals Online teaching English for Business and Economics in the time of pandemics

2020 ◽  
Vol 13 (2) ◽  
pp. 27-36
Author(s):  
Carina Ionela Branzila
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching English ◽  
High Demand ◽  
Online Teaching And Learning ◽  
Use Of Technology ◽  
The Future ◽  
Higher Education Teaching

This article looks into the specifics of teaching in these challenging times, particularly after the outbreak of the Covid pandemics early in 2020 and the lockdown that followed, which forced the general migration of teaching into online. Teaching with the use of technology, already in high demand worldwide, has soared during this period, having its detractors as well as its committed followers. The article looks into recent research on how technology impacts the learning process and how this might develop in the future, influencing teachers, students, campus-based teaching and education in general in the following years. There are obviously minuses and pluses to online teaching and learning; this article will discuss some of them, with practical examples and information from the particular context of higher education teaching in Romania.

Social Media and Use of Technology in Higher Education

2018 ◽  
pp. 932-952 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Herbert Blankson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Online Student ◽  
Arts And Humanities ◽  
Use Of Technology ◽  
Use Of Social Media ◽  
Faculty And Administrators

Social media has, in the past decade, transformed the way students and faculty communicate in the teaching and learning process. The teaching and learning process in higher education is currently experiencing a technological revolution. This is mainly because social media is presently used as a tool by faculty and administrators to communicate with students inside and outside of the classroom. In this chapter, descriptive statistics are used to analyze secondary data on the trend of faculty use of social media by discipline, demographics, and number of years. It also analyzes the use of social media sites, barriers to the use of social media sites, as well as faculty use of social media in higher education. Results show that less than 50% of faculty use social media for instruction. Overall, younger faculty (under 35 years) report the use of SMT 55.7% more than older faculty (55 and above years). Faculty in Arts and Humanities indicate a higher use of social media than all disciplines. There is a strong correlation between faculty use of social media for professional and pedagogical purposes. The majority of faculty use SMT more often for personal reasons than instructional purposes. Results indicate that there is a high faculty awareness of social media use in higher education in recent years, and issues of privacy and integrity of online student submissions emerge as barriers to faculty use of social media.

Social Media and Use of Technology in Higher Education

2014 ◽  
pp. 217-234
Author(s):  
Alex Kumi-Yeboah ◽  
Herbert Blankson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Online Student ◽  
Arts And Humanities ◽  
Use Of Technology ◽  
Use Of Social Media ◽  
Faculty And Administrators

Social media has, in the past decade, transformed the way students and faculty communicate in the teaching and learning process. The teaching and learning process in higher education is currently experiencing a technological revolution. This is mainly because social media is presently used as a tool by faculty and administrators to communicate with students inside and outside of the classroom. In this chapter, descriptive statistics are used to analyze secondary data on the trend of faculty use of social media by discipline, demographics, and number of years. It also analyzes the use of social media sites, barriers to the use of social media sites, as well as faculty use of social media in higher education. Results show that less than 50% of faculty use social media for instruction. Overall, younger faculty (under 35 years) report the use of SMT 55.7% more than older faculty (55 and above years). Faculty in Arts and Humanities indicate a higher use of social media than all disciplines. There is a strong correlation between faculty use of social media for professional and pedagogical purposes. The majority of faculty use SMT more often for personal reasons than instructional purposes. Results indicate that there is a high faculty awareness of social media use in higher education in recent years, and issues of privacy and integrity of online student submissions emerge as barriers to faculty use of social media.

Virtual Learning in Smart Education

2020 ◽  
pp. 173-197
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Technology ◽  
Learning Principles

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

scholarly journals Virtual Environments in Higher Education – Immersion as a Key Construct for Learning 4.0

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Daniela Janssen ◽  
Christian Tummel ◽  
Anja Richert ◽  
Ingrid Isenhardt
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
User Study ◽  
Working Life ◽  
Practical Experience ◽  
Immersive Virtual Environments ◽  
Technological Developments

<p class="Abstract"><span lang="EN-US">In light of the increasing technological developments, working life and education is changing and becoming more complex, interconnected and digital. These changed circumstances require new and modified competences of future employees. Education has to respond to the changing requirements in working life. To prepare for this, a technological-oriented teaching and learning process as well as gaining practical experience is crucial for students. In this context, Virtual Reality (VR) technologies provide new opportunities for practical experience in higher education, where they can further intensify the students learning experiences to a more immersive and engaging involvement in the learning process. To evaluate the potential of immersive virtual learning environments (VLE) for higher education and to understand more deeply which kind of experiences students gain while learning in immersive virtual environments (VE) an experimental research study is carried out. The paper describes education in light of industry 4.0 first and gives an overall view of immersive learning and the role of VR Technologies. Then the user study to measure user experience (UX) in immersive VLE is presented. Preliminary results are outlined and discussed with a view of further research.</span></p>

scholarly journals Describing Camtasia Video As Learning Media: An Analysis of Response in EFL Context

2020 ◽  
Vol 4 (2) ◽  
pp. 165
Author(s):  
NKAP Dewi ◽  
LDS Adnyani ◽  
LGE Wahyuni
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Second Grade ◽  
English Learning ◽  
Efl Context ◽  
English Class ◽  
Second Grade Students ◽  
Use Of Technology ◽  
The Media ◽  
Motivation And Learning

The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire rubric. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade. 

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

Sign in / Sign up

Export Citation Format

Share Document