scholarly journals Challenges of PE Teachers to Educational Technologies in New Normal: The Changing Role of Teachers

2021 ◽  
Vol 86 (1) ◽  
Author(s):  
SARAMIE S. BELLEZA ◽  
RONALD OMPOC ◽  
CATHERINE VESTIL
Keyword(s):  
Educational Technologies ◽  
New Normal ◽  
Role Of Teachers ◽  
Changing Role

scholarly journals Interações em blog sobre Astronomia: inovações tecnológicas, motivação, apropriação de conceitos e linguagem científica

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Fabio Augusto Spina ◽  
Noemi Sutil ◽  
Marcos Antonio Florczak
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Meaningful Learning ◽  
Educational Technologies ◽  
Technological Innovations ◽  
Scientific Language ◽  
Fundamental Education ◽  
Learning Modes ◽  
Role Of Teachers

Resumo: Educação em ciências pode ser associada à formação de sujeitos para problematização e construção conjunta. Essa formação demanda a apropriação de conceitos e de linguagem científica para proposições concernentes à ciência e tecnologia. Nesse sentido, neste trabalho, são apresentadas considerações sobre interações em blog sobre Astronomia envolvendo estudantes de Ensino Fundamental, na disciplina de Ciências, em instituição escolar paranaense, entre 2012 e 2015. Esta pesquisa possui fundamentos na teoria da aprendizagem significativa, destacando as modalidades de aprendizagem representacional, de conceitos e proposicional. Os dados foram constituídos por 516 conjuntos de registros, realizados pelos estudantes, pelo professor e outros participantes em blog. Os dados foram analisados considerando características e pressupostos de Análise de Conteúdo. Entre os resultados, podem ser ressaltados indícios de motivação, apropriação de conceitos e de linguagem científica. Destaca-se o papel do blog para ampliação de espaços de comunicação e aprendizagem, expressões de interesses e de relações conceituais. Ressalta-se, ainda, o compromisso docente, no que concerne às inovações tecnológicas, para o estabelecimento e manutenção do diálogo na educação em ciências. Palavras-chave: Ensino de ciências. Tecnologias educacionais. Aprendizagem significativa. INTERACTIONS IN BLOG ABOUT ASTRONOMY: TECHNOLOGICAL INNOVATIONS, MOTIVATION, APPROPRIATION OF CONCEPTS AND SCIENTIFIC LANGUAGE Abstract: Science education can be related to the development of individuals able to problem-pose and carry out joint constructions. This development demands the appropriation of concepts and scientific language so to produce propositions concerning science and technology. In this sense, this work presents some considerations about interactions in a blog about Astronomy with the involvement of students of Fundamental Education, in the discipline of Sciences, in a school in Paraná, from 2012 to 2015. This research is based on the meaningful learning theory, highlighting  representational, of concepts and propositional learning modes. Data is constituted by 516 sets of records in a blog, made by students, teacher and other participants. Data was analyzed considering characteristics and assumptions of Content Analysis. Among the results, some indicators of motivation, appropriation of concepts and scientific language can be highlighted. Blog's role increasing spaces for communication and learning, expressions of interests and conceptual relations is emphasized. Concerning technological innovations, the role of teachers,  establishing and maintaining a dialogue in science education is also highlighted. Keywords: Science education. Educational technologies. Meaningful learning. 

Inclusive Practices Through Teacher Research

1996 ◽  
Vol 17 (4) ◽  
pp. 237-244 ◽  
Author(s):  
KIM STODDARD ◽  
Margaret Hewitt ◽  
DAVA O'Connor ◽  
Jen Beckner ◽  
Martyne Elder ◽  
...  
Keyword(s):  
Public Schools ◽  
Educational Reform ◽  
Teacher Research ◽  
Reform Movement ◽  
University Faculty ◽  
Research Projects ◽  
Inclusive Practices ◽  
Role Of Teachers ◽  
Changing Role

THE EDUCATIONAL REFORM MOVEMENT HAS PROVIDED THE CONTINUED IMPETUS FOR PUBLIC SCHOOLS AND UNIVERSITY FACULTY TO WORK IN PARTNERSHIP TO EXPLORE STRATEGIES THAT ENHANCE INCLUSIVE PRACTICES. THIS ARTICLE DESCRIBES A SCHOOL-UNIVERSITY PARTNERSHIP WHERE A CULTURE OF RESEARCH EMERGED. THE PROCESS OF DEVELOPING AN ENVIRONMENT FOR TEACHER RESEARCH WITHIN CLASSROOMS IS DESCRIBED, AS ARE THE EFFECTS OF TEACHER RESEARCH ON THE CHANGING ROLE OF TEACHERS AS THEY IMPLEMENT INCLUSIVE PRACTICES. THE PLANNING AND IMPLEMENTATION OF FOUR TEACHER RESEARCH PROJECTS ARE HIGHLIGHTED.

scholarly journals Post-Covid Ideology and Dimensions in Language Teaching

2021 ◽  
Author(s):  
Yadu Prasad Gyawali ◽  
Babita Parajuli
Keyword(s):  
Educational Intervention ◽  
Paradigm Shift ◽  
Language Teaching ◽  
Classroom Situation ◽  
New Normal ◽  
Linguistic Ideology ◽  
New Learning ◽  
Role Of Teachers ◽  
Teaching Learning

The chapter entitled Post-Covid Ideology and Dimensions in Language Teaching aims to explore the possible educational intervention in post-covid classrooms. It focuses on the role of teachers, stakeholders, curriculum, and technologies in the field of language teaching in the new-normal classroom situation after the Covid-19 pandemic. The chapter reviews the cultural and linguistic ideology of community developed as a possible way out in the new learning situation in the context of Nepal. Additionally, it discusses the paradigm shift in teaching-learning ideologies from the theoretical to practical perspectives for language teaching.

scholarly journals Time for a paradigm shift in school education?

2020 ◽  
Author(s):  
Geoff Masters
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Educational Standards ◽  
New Normal ◽  
Prevailing Paradigm ◽  
Prerequisite Knowledge ◽  
Role Of Teachers ◽  
Learning Plans

The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

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