The Application of AI Teachers in Facilitating Game-Based Literacy Learning

This chapter discusses the theoretical frameworks for artificial intelligence (AI) teachers and how AI teachers have been applied to facilitate game-based literacy learning in existing empirical studies. While the application of artificial intelligence (AI) in education is a relatively emerging research area, it has received increasing attention in the scientific community. In the future, AI teachers are likely to be able to serve as powerful supplementary tools in classroom teaching in support of human teachers. The main goal here is to provide the readers with new insights on promoting game-based literacy learning from the perspectives of AI teachers. To this end, the authors introduce the readers to the key concepts of AI teachers, the merits and demerits of AI teachers in education, scientific research on AI teachers in literacy learning, and some highlighted examples of AI teachers in literacy classrooms for practical concerns.

Food Insecurity and Literacy Learning

Food insecurity occurs when there is no consistent access to enough food. There are different reasons for food shortage leading to food insecurity. As per Maslow's hierarchy of needs theory, food is a basic need and must be met. Lack of availability of food develops food insecurity among adults and children. Food insecurity results in physical and mental health issues. Food insecurity is evident among some of the homeless people. To overcome food insecurity, literacy learning plays a major role. Families and children suffering from food insecurity need support and education.

Play Is the Game

Drawing on a multimodal framework, this chapter looks at the ways engagement and embodiment of learning are mediated through play as sixth graders learn to skin or repurpose board games to represent the story of The Lightning Thief. Studying game design for the purpose of skinning, that is, applying a new theme or skin to a game, provides a literacy learning process that can foster collaborative, creative, and authentic learning. Outcomes demonstrated gains in social skills and interactions, critical thinking, reading comprehension, visual representation, graphic design, and writing for specific purposes. Analysis revealed that students were immersed in the learning process to the extent that they felt comfortable acting informally, responding in the moment, and being playful. This chapter shows a way to foster academic growth, engagement in learning, and collaboration is to engage students in skinning games based on literature and integrated a playful learning environment.

Minecraft and Elementary Literacy Learning

This research examines the perceptions and instructional ideas of preservice teachers as relates to using Minecraft, a popular video game, to facilitate game-based learning opportunities in their future elementary classrooms. The participants were 21 preservice teachers who played Minecraft as part of a teacher preparation program course and then completed essays on their experiences with the game and its potential to support student learning in the elementary English language arts classroom. These essays were coded and analyzed for themes. Three primary results were found in data analysis. First, three groups emerged from the data with each group indicating either no interest, some interest, or high interest in using Minecraft in their future teaching. Second, the preservice teachers illustrated various potential instructional strategies for integrating the game into the classroom, and third, participants identified a variety of ways that Minecraft integration can support English language arts instruction and learning.

Incorporating Digital Literacy Materials in Early Childhood Programs

Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills—and also a few pitfalls. The purpose of this chapter is to review 1) considerations for use of digital media in early childhood settings, 2) selection of appropriate media to facilitate early literacy learning, and 3) inclusion of digital media as an integral component of early literacy instruction, rather than an add-on. With an emphasis on practical ideas and solutions for instructors, the authors draw on studies in which interactive, personalized ebooks and an early literacy learning app were used in conjunction with face-to-face, hands-on activities drawn from Project SEEL (Systematic and Engaging Early Literacy).

A Framework for Discussion in a Post-COVID World

This chapter addresses how the COVID-19 pandemic impacted teaching and practice for secondary educators. The authors consider how content area secondary educators, in light of the pandemic, can support adolescent students' understanding of discipline specific concepts through discussion in virtual spaces. Discussion is integral to literacy learning in the disciplines because it provides students with the tools they need to be successful learners and active participants in their learning. The authors use critical literacy, TPACK, and SAMR to provide educators with a framework to evaluate and interrogate disciplinary literacy teaching methods. The chapter provides educators with tools for secondary educators to engage in the thoughtful reconstruction of the learning experiences they design for students.

Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy. Keywords: Multi-literacy, RADEC model, teachers’ competence

Peran Mahasiswa Kampus Mengajar 2 Sebagai “Agent Of Change dan Social Control”

Students are the assets of a nation because students are a group of people trained in various fields of knowledge and skills. State Junior High School 2 Tanggulangin s one of the target schools selected by the author and Ministry of Education and Culture as the place for the Kampus Mengajar 2nd Generation as the student change agent of the education program created by us, among them the implementation of literacy learning activities and student numeration aimed at improving the understanding of literacy and student numeration. Social control is a tool to control himself or society. In this case, the society underneath is the entire State Junior High School 2 Tanggulangin and students as the main object of Kampus Mengajar 2nd Generation activities

Learning outcome in literacy and numeracy in Uganda: Mining Uwezo assessment data to demonstrate the importance of maternal education

Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Despite increased focus on addressing the inequality gaps in access to education, a number of studies have shown that children living in poor families with mothers who have low educational attainments experience less success, both in school and later as adults in the workforce, than children living in more advantaged circumstances. This paper analyses the effect of mothers’ education on the numeracy and literacy learning outcomes among children in Uganda. Mining data from the 2018 Uwezo Uganda Learning Assessment survey, we explore the influence of maternal education on learning outcomes. The findings showed that the proportion of children who demonstrated the ability of competently reading and comprehending a story of primary two level increased with increasing maternal education. Whereas only 13.6% of the primary four children whose mothers had never been to school were able to read and comprehend a story (the highest level in literacy assessment), more than four times (50.7%) of the children whose mother had above senior four qualification had similar abilities. A similar trend was seen with performance in numeracy where 31.9% of primary four children whose mothers had no education at all were able to attain the highest numeracy level, compared to 59.1% for children whose mothers level of education was beyond senior four. It was further observed that slightly more than one in three (35.6%) of the primary one/two children whose mothers had never been to school were completely non numerate compared to less than one in ten (9.0%) of the children whose mothers had studied beyond senior four who were non-numerate. Given the changes in access to schooling and impact on learning yielding from the global COVID 19 pandemic, whereas the data mined was collected before this pandemic, there is need for reflection on the home schooling approach being proposed by government and other stakeholders considering that this is likely to benefit more children whose mothers have higher levels of education than those with less education or never