Media Literacy Among Ex-Untouchables in a Networked Society

2022 ◽  
pp. 228-246
Author(s):  
Ali Saha
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Caste System ◽  
School Students ◽  
Mainstream Media ◽  
Study Approach ◽  
Online Spaces ◽  
Networked Society ◽  
Communicative Abilities

The caste system, which prescribed punishments for Dalits, is slowly eroding, but the atrocities against Dalits continue on a scale that makes Dalit travails seem extreme. Previous scholars have argued such oppression because of the lack of proper representation of Dalit atrocities in the mainstream media and space for Dalits to voice their concerns. In a networked society, Dalits are creating identities on online spaces. This chapter, hence, discusses Dalit empowerment from the lens of media literacy through a case study approach. Three case studies have been analysed and conceptualised along the lines of media literacy and networked society. Overall, this study reflects that media literacy assists streamlined development of the culture and ideologies with media, creative and communicative abilities, and critical thinking. Considering the absence of regulations or policies to ‘media educate' the school students, especially the minorities, this research creates an awareness and helps in policy establishment aimed towards implementing media literacy education curricula.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals POLA PELAKSANAAN PENDIDIKAN KARAKTER TERHADAP SISWA SEKOLAH DASAR

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Murniyetti Murniyetti ◽  
Engkizar Engkizar ◽  
Fuady Anwar
Keyword(s):  
Elementary Schools ◽  
Primary School ◽  
Character Education ◽  
Classroom Teacher ◽  
Primary School Students ◽  
Art Teacher ◽  
School Students ◽  
Study Approach ◽  
Pattern Of Implementation

Abstrak: Penelitian ini bertujuan untuk mengetahui pola pendidikan karakter terhadap siswa yangdilaksanakan oleh empat sekolah dasar berkategori unggul di Kota Padang Sumatera Barat. Penelitianmenggunakan metode kualitatif melalui pendekatan studi kasus (qualitative case study design). Sumberdata penelitian diambil dari dua belas orang informan yang terdiri atas kepala sekolah, guru kelas,guru Pendidikan Agama Islam, guru seni dan guru olah raga yang dipilih dari empat sekolah dasartersebut menggunakan teknik purposive. Data penelitian diambil melalui wawancara secara mendalam(indepth interview) kepada seluruh informan. Hasil penelitian menunjukkan bahwa terdapat delapantema penting tentang pola pelaksanaan pendidikan karakter efektif yang dilaksanakan terhadap siswadi empat sekolah tersebut. Delapan tema tersebut dilaksanakan melalui: (1) materi pembelajaran; (2)aturan-aturan sekolah (disiplin, peduli lingkungan, tanggung jawab); (3) perlombaan sains antarsiswa(kreatif, gemar membaca, rasa ingin tahu); (4) ajang penghargaan siswa berprestasi (menghargai, kerja keras,demokratis, peduli); (5) peringatan hari kebangsaan (semangat kebangsaan, cinta terhadap tanah air,menghargai, peduli); (6) praktik ibadah dan bimbingan kerohanian (jujur, religius, tanggung jawab); (7)kegiatan pramuka (kreatif, peduli sosial, kerja keras, jujur, bersahabat, cinta damai demokratis); (8) adanyakelas talenta dan musik (kreatif dan bekerja keras, menghargai). Kata Kunci: pola, pendidikan karakter, siswa sekolah dasar  PATTERNS OF CHARACTER EDUCATION OF PRIMARY SCHOOL STUDENTS  Abstract: This study aims to determine the pattern of character education to students conducted by asuperior category of four elementary schools in the city of Padang, West Sumatra. The study used aqualitative method through a case study approach. Sources of data were taken from twelve informantsconsisting of the principal, classroom teacher, a teacher of Islamic education, art teacher andsports teacher selected from four elementary schools using purposive technique. Data were takenthrough in-depth interviews (depth interview) to all informants. The results showed that there areeight important themes on the pattern of implementation of effective character education conductedon students in four schools. Eight themes are carried through: (1) the learning materials; (2) the schoolrules (discipline, care for the environment, responsibility); (3) competition between students of science(creative, fond of reading, curiosity); (4) awards outstanding students (respect, hard work, democratic,caring); (5) commemoration day of nationality (the national spirit, love of the homeland, respect, care);(6) the practice of worship and spiritual guidance (honest, religious, responsibility); (7) scouting(creative, social care, hard working, honest, friendly, peace-loving democratic); (8) their talents andmusic classes (creative and work hard, respect).Keywords: pattern, character education, primary school students

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

Preservice Teachers’ Design of Technology–Based Reading Texts to Improve Their TPACK

2020 ◽  
pp. 002205742096676
Author(s):  
Meral Gozukucuk ◽  
Nilgun Gunbas
Keyword(s):  
Preservice Teachers ◽  
Visual Programming ◽  
School Students ◽  
Pedagogical Content ◽  
Study Approach ◽  
Whole Process ◽  
Teachers Beliefs ◽  
Visual Programming Language ◽  
Reading Activities

The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers ( n = 8) learned visual programming language, designed technology-based reading activities, and observed students completing these activities. A case study approach was employed, and preservice teachers’ views about the process were taken. Results showed that the preservice teachers’ beliefs in technology integration in education positively changed. They believe they learned teaching reading skills to elementary school students in an untraditional approach. They believe the whole process contributed to their personal and professional development. Implications are made based on the TPACK framework.

scholarly journals Development of Critical Thinking Transfer Practice Construct and Sub-Constructs: A 9-steps Approach

2021 ◽  
Vol 13 (4) ◽  
pp. 85-101
Author(s):  
Noor Azura Mat Said ◽  
◽  
Siti Mariam Bujang ◽  
Nor Aishah Buang ◽  
Mohd Nasri Awang Besar ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Team Members ◽  
Study Approach ◽  
Kappa Value ◽  
Medical Undergraduates ◽  
General Studies ◽  
Relationship Of ◽  
Prior Relationship ◽  
Initial Framework

The study aimed to develop critical thinking transfer practice (CTTP) construct and sub-constructs relevant to medical undergraduates. The study used a 9-step qualitative case study approach. The prior relationship of construct and sub-constructs were conceptualised to produce the initial thematic framework (Step 1 to 3). Then, a qualitative study confirmed the sub-constructs that were relevant for the undergraduates, as the new data were fitted into the initial framework to become an evolving framework (Step 4 to 5). Next, the construct and sub-constructs were defined operationally (Step 6) and evaluated (Step 7). After that, the evolving framework was revised (Step 8) and developed to become the final construct and sub-constructs (Step 9). Based on the literature, the study conceptualised an initial framework that described the theoretical relationship of the prior construct and six sub-constructs. From the qualitative findings, 37 codes were fitted into the initial framework. The fitting resulted in an evolving framework that contained a theme (the medical undergraduates’ CTTP), 6 categories and 26 sub-categories. A 100% of participants agreed that the data were generated from them. Then, the team members and the expert panels accepted the theme (Cohen Kappa value > 0.80). The maintained and revised theme, categories and sub-categories were used to develop the CTTP construct and 6 sub-constructs. The study discussed in detail the included subconstructs for CTTP. The study also addressed the similarities and differences of the construct and sub-constructs for medical education and general studies. The study concluded that the construct and sub-constructs were theoretically proven to represent the medical undergraduates’ CTTP.

scholarly journals Strategi Pendidikan dalam Menumbuhkan Kemampuan Berfikir Kritis Anak Usia Dini di Masa Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 33-40
Author(s):  
Imam Syafi’i ◽  
Azimatul Chusnah ◽  
Nur Alvi Inayati ◽  
Linda Puspita Sari
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Early Childhood Educator ◽  
Case Study Approach ◽  
Study Approach ◽  
At Home

This study aims to describe and understand the strategy of educators in carrying out their duties during the COVID-19 pandemic in fostering critical thinking skills in early childhood. This research method uses qualitative research with a case study approach. Data collection techniques in this study using observation, interviews, and documentation. While the data analysis used the Miles and Huberman model with the stages of data reduction, data presentation, verification, and conclusion drawing. The results of this study indicate that, first, there is a change in the strategy for implementing the duties of teachers/educators, namely as planners and assessors of children's learning outcomes. While the task as implementers in early childhood educator learning in collaboration with teachers / educators at home, namely the child's parents. Second, the strategy of teachers/educators at home to cultivate children's critical thinking skills is to invite children to understand the reasons for schooling at home, the reasons for the obligation to use masks when leaving the house and others by using discussion and exemplary methods.

scholarly journals Effective Strategies for Teaching Young Children Critical Thinking Through Picture Book Reading: A Case Study in the New Zealand Context

2021 ◽  
Author(s):  
◽  
Shu Yen Law
Keyword(s):  
Critical Thinking ◽  
Young Children ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Picture Book ◽  
Thinking Skills ◽  
Book Reading ◽  
Study Approach ◽  
Picture Book Reading

<p>Critical thinking is a life skill that empowers people to participate fully in everyday life and to make reasonable judgments and inferences on important issues. Critical thinking is not viewed as an individual, fixed entity, but is instead malleable and influenced by the social and cultural contexts of the learner. This study explored the strategies used by primary school teachers to promote young children's critical thinking, and their rationales for those strategies. It also investigated children's responses to picture book reading, including their opinions and behaviours. A qualitative case study approach was used to investigate the development of critical thinking skills during picture book reading lessons with junior primary children. Four teachers in two schools and 22 children aged five to six years participated in this study. Methods included observations of picture book reading lessons, individual interviews with teachers, paired interviews with children, and collection of documents. These methods were used to collect data about teaching strategies, and to obtain an insider's view of the teachers and children. Data were analysed within and across reading lessons using a content analysis approach, and the children's responses were analysed against the Four Resources Model (Luke & Freebody, 1999a) framework. Six teaching strategies were found to be effective in promoting critical thinking in children. These strategies reflected a sociocultural approach to teaching and learning. The children's reading of picture books showed that the majority of these young children engaged in the practices of breaking the code of texts, of participating in the meanings of texts, and of using texts functionally, with a minority engaged in the practice of critically analysing and transforming texts. This study suggests that to foster critical thinking there is a need for teaching practices to focus on nurturing children to be text analysts and encouraging children to be active questioners.</p>

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