scholarly journals Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design

Seminar.net ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 160-173
Author(s):  
Peter Bergström ◽  
Eva Mårell-Olsson
Keyword(s):  
Teaching And Learning ◽  
Student Perspective ◽  
Power And Control ◽  
Stimulated Recall ◽  
Student Focus ◽  
Teachers And Students ◽  
Research Questions ◽  
One To One ◽  
The One ◽  
And Control

This paper reports on a research study that scrutinised the student perspective on teachers’ different didactical designs from lessons in the one-to-one computing classroom. Specifically, the aim was to describe and understand three different clusters of didactical design in the one-to-one computing classroom from the student perspective. Each of the three clusters represents different interactions between teachers and students. The research questions embrace how the teachers or students, through the didactical design, will have an advantage over the other. The empirical material was based on student focus groups interviews, enhanced through the method of stimulated recall where different photographs of teaching and learning situations from the one-to-one computing classroom were shown to the students. The results demonstrate three empirical themes: students’ learning in class, students’ learning outside class, and classroom assessment. From a theoretical lens of power and control, the students’ reasoning demonstrates approaches to how teachers regulate students and to how students can make decisions in their learning process. For handling students’ demands, specifically in pedagogical plans, the one-to-one computing classroom becomes one component for making students’ learning processes smoother regarding when to study and how to study.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Big Books: Big, Bold, and Beautiful with Impacts

2021 ◽  
Author(s):  
Nine Febrie Novitasar ◽  
David Nurfiqih
Keyword(s):  
Elementary Schools ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Development Model ◽  
Problem Analysis ◽  
Remote Areas ◽  
New Learning ◽  
Teachers And Students ◽  
The One

Some Indonesian elementary schools include English as a local content subject. However, one aspect that is often missing in the process of teaching and learning is supporting teaching media. This is often found in schools based in remote areas, including the one at SD Negeri 6 Tambak Ukir, which is included in this study. The teaching and learning at this school is not fully accommodated because of the unavailability of teaching media. The students are not fortunate enough to afford commercial learning media. The problems worsen with the fact that the teachers have never been professionally prepared and trained to teach English. Such problems lead to meaningless learning. Concerning the issues, we developed five big books to be used by English teachers and students of SD Negeri 6 Tambak Ukir with the aim to provide supplementary learning media for the students, particularly in learning English vocabulary. The research adopted the development model proposed by Gall, Gall, and Borg (2003). There are four simplified stages in this development process: problem analysis, product development, product trials, and product revisions. In the first stage, the researchers planned to develop 10 books, but because of the COVID-19 pandemic situation, only five books (including a manual user) could be developed. The topic covers numbers, colours, alphabets, animals, and the human body. The provision of the books helped the teachers in delivering the topics. The books could also create a new learning experience for the students. Besides, the students also felt that they could get closer to their friends because they could learn together and felt extra motivated. In other words, having been validated and tried out, the books were proven to be valid, effective, and practical. They were valid as they were developed based on strong theories, effective as they can fulfil students’ needs, and practical as they can facilitate both teachers and students during the teaching and learning process. Briefly, the big book can describe itself well. It is big, bold, and beautiful with impacts. Keywords: big book, English teaching medium, research and development, SD Negeri 6 Tambak Ukir

scholarly journals Decoding Manipulative Strategies and Ideological Features in Trump’s Speech on the Coronavirus Pandemic: A Critical Political Discourse Analysis

2020 ◽  
Vol 8 (4) ◽  
pp. p14
Author(s):  
Franck Amoussou ◽  
Nathalie J. A. Aguessy
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Political Discourse ◽  
The Public ◽  
Global Pandemic ◽  
Power And Control ◽  
Political Discourse Analysis ◽  
The One ◽  
Novel Coronavirus ◽  
And Control

The novel coronavirus is one of the most tragic epidemic diseases the world has ever faced thus far. Therefore, the governments of all countries have taken a range of measures against it. This article preforms a critical analysis on a political discourse, notably president Trump’s March 11, 2020 speech about the global pandemic. Using a multi- disciplinary approach as suggested by representatives of critical discourse analysis, it attempts to unpack or decipher the ideologies behind the discourse on the one hand, and to reveal how the discourse contributes to manipulating the public opinion through structural and contextual features of power and control, on the other hand.

scholarly journals Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

2018 ◽  
Vol 6 (2) ◽  
pp. 120
Author(s):  
Carlos Miguel Ferreira ◽  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Focus Attention ◽  
Timely Manner ◽  
Quality Class ◽  
Pedagogical Quality ◽  
Teachers And Students ◽  
The Subject ◽  
The One

The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.

scholarly journals NEW DIMENSIONS OF TEACHING AND LEARNING “BY DOING” IN THE GLOBAL CONTEXT OF EDUCATION

2012 ◽  
Vol 44 (1) ◽  
pp. 81-91
Author(s):  
Daniela Tamo ◽  
Aljula Jubani ◽  
Mimoza Gjokutaj
Keyword(s):  
Learning Process ◽  
Global Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Four Dimensions ◽  
Global Context ◽  
Teachers And Students ◽  
Pilot Work ◽  
The One

Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students’ learning has improved as well. This project is supported by the Institute of Global Education in Canada This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article. Key words: dimensions, Global Education, new pilot, principles, quality.

scholarly journals Setback to and Encouragement of Feedback: Teacher and Student Perspectives

2021 ◽  
Vol 2 (3) ◽  
pp. 113-117
Author(s):  
Felicitas Ogonna Ejinkonye ◽  
Romy O. Okoye
Keyword(s):  
Random Sampling ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Anambra State ◽  
Teachers And Students ◽  
Repeat Class ◽  
Research Questions ◽  
Almost All ◽  
Giving Feedback

The research explored setback to, and encouragement of feedback as perceived by teachers and students. Three research questions guided the study. The population of the study constituted 180 teachers and 3200 students in government owned secondary schools in Ekwusigo L.G.A of Anambra State. Simple random sampling technique was used to draw the sample of teachers and students. Two questionnaires, one for teachers and one for students were used to collect data. Arithemetical mean was used in answering the research questions. The results revealed that all the stipulated factors constituted setbacks to teachers in giving feedback to their students. All the teachers indicated that all the listed items can encourage them in giving feedback to their students. Also, almost all the items except one constituted setback for the students in receiving feedback from their teachers. It was recommended that workload of teachers should be moderate, and the teacher should be relieved of other duties that may affect teaching and learning. Also, students’ seriousness should be boosted by ensuring that they repeat class when they fail among others.

Disciplinary Literacy: From Infusion to Hybridity

2019 ◽  
Vol 51 (4) ◽  
pp. 525-536 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
David G. O’Brien
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Subject Area ◽  
Disciplinary Literacy ◽  
Teacher Resistance ◽  
The Road ◽  
Alternative Approach ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
The One

This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.

Women and politeness: The Javanese example

1988 ◽  
Vol 17 (4) ◽  
pp. 535-554 ◽  
Author(s):  
Nancy J. Smith-Hefner
Keyword(s):  
Public Power ◽  
Power And Control ◽  
Social Structural ◽  
The Family ◽  
Structural Variables ◽  
The Status ◽  
The One ◽  
Linguistic Behavior ◽  
And Control ◽  
The Relationship

ABSTRACTThis article explores the relationship between the status of Javanese women and the politeness or formality of their speech. I examine the hypothesis that, cross-culturally, women will speak more politely than men as an expression of their secondary status. Ethnographic research from East Java reveals that Javanese women are required to be more polite within the family where they receive less polite speech and offer more. In the wider context of Javanese culture, however, it is Javanese men who strive to cultivate politeness for the purpose of expressing their superior status and authority. The potentially coercive or political power of politeness in Javanese is related to the ambiguity of the polite codes themselves, which may be used to express both deference or humility on the one hand and status, refinement, and power on the other. Speech patterns are linked to a number of social-structural variables: patterns of socialization, models of appropriate male and female linguistic behavior, and men's and women's social roles and typical spheres of interest. Where, as in Java, polite codes are associated with public power and control, we should expect that men may be especially concerned with the cultivation of polite styles of speech. (Politeness, gender roles, linguistic socialization, Indonesia)

Sign in / Sign up

Export Citation Format

Share Document