scholarly journals Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

2015 ◽  
Author(s):  
Heather Conboy ◽  
Sukhtinder Kaur ◽  
Julie Lowe ◽  
Ian Pettit ◽  
Rob Weale
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Effective Practices ◽  
Digital Literacies ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Enhance Student Learning

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

scholarly journals Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

2021 ◽  
Vol 13 (21) ◽  
pp. 12304
Author(s):  
Hussien Mohamad Alakrash ◽  
Norizan Abdul Razak
Keyword(s):  
Language Learning ◽  
Digital Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Digital Technologies ◽  
Digital Literacies ◽  
Learning And Teaching ◽  
English Classrooms ◽  
Significant Difference

The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

Strategies for Effective Digital Games Development and Implementation

2013 ◽  
pp. 168-198 ◽  
Author(s):  
T. Lim ◽  
S. Louchart ◽  
N. Suttie ◽  
J.M. Ritchie ◽  
R.S. Aylett ◽  
...  
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Digital Technology ◽  
Development Process ◽  
Digital Technologies ◽  
Digital Games ◽  
Strategic Development ◽  
Game Mechanics ◽  
Games Development

Digital technologies have increased the pace of knowledge creation, sharing, and the way in which learning is being undertaken. This chapter considers how Serious Games (SGs) as a digital technology endeavours to support effective lifelong learning. Three fundamental characteristics of the SG ecosystem, namely, game mechanics, interoperability, and assessment, are considered here as strategic elements that impact upon how SGs are to support learning, how they affect the learning environment, and ultimately, the SG development process. A prospective deconstruction of SGs into its pedagogical elements and its game mechanic nodes is presented to make aware the interoperability modus from which topical (domain) frameworks or architectures can be structured and assessed. To this end, the chapter explores the conceptual underpinnings through a case study on the eAdventure platform and argues that the key elements form the foundation for strategic development and implementation of SGs.

Digital Literacy Research

2011 ◽  
pp. 228-234 ◽  
Author(s):  
David M. Kennedy
Keyword(s):  
Student Learning ◽  
21St Century ◽  
Digital Literacy ◽  
Digital Form ◽  
Digital Literacies ◽  
The Past ◽  
Learning Modes ◽  
The Individual ◽  
Literacy Research

The 21st century has created an environment where the very meaning of the expression “to be literate” has come to mean much more than it did in the past. Literacy still encompasses the traditional reading, writing, and numeracy, but now includes visual and digital literacies that empower the individual to effectively communicate about, and use information (Jones-Kavalier & Flannigan, 2006). Literacy now incorporates an ability to critically evaluate information, communicate concepts, and express ideas in a variety of media, all mediated by computers. Earlier definitions of digital literacy tended to focus on technological skills (Bruce & Peyton, 1999; Davies, Szabl, & Montgomerie, 2002). However, the current focus has moved to a more pedagogical view that integrates technical, cognitive, and sociological skills (Eshet-Alkalai, 2004). What can the student do with information in digital form? The assumption now is that the student knows how to use the tools, and all that is needed is a focus on metacognitive and pedagogical needs. However, the case study presented in this article suggests that this is not so, and skills need to be integrated with meaningful tasks in order to become part of the lexicon of student learning modes.

Pronunciation among adult Indigenous language learners

2020 ◽  
Author(s):  
Sonya Bird
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Acoustic Analysis ◽  
Indigenous Language ◽  
Coast Salish ◽  
Learning And Teaching

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

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