scholarly journals Understanding technology use through multimodal layers: a research review

2020 ◽  
Vol 37 (5) ◽  
pp. 375-387
Author(s):  
Karoline Schnaider ◽  
Limin Gu ◽  
Oscar Rantatalo
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Research Review ◽  
Content Type ◽  
Theoretical Concepts ◽  
School Practices ◽  
Sign Systems ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Technology In Classroom

PurposeThe purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approachThe article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.FindingsThe findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implicationsA multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/valueThe review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals Technology implementation in delivery of healthcare to older people: how can the least voiced in society be heard?

2018 ◽  
Vol 12 (2) ◽  
pp. 76-90 ◽  
Author(s):  
Yvonne van Zaalen ◽  
Mary McDonnell ◽  
Barbara Mikołajczyk ◽  
Sandra Buttigieg ◽  
Maria del Carmen Requena ◽  
...  
Keyword(s):  
Older Adults ◽  
Older People ◽  
Older Adult ◽  
Social Relations ◽  
Technology Use ◽  
Great Emphasis ◽  
Older Person ◽  
Content Type ◽  
Mediating Role ◽  
Use Of Technology

PurposeThe purpose of this paper is to focus on ethical and judicial themes related to technology and the older adults.Design/methodology/approachDifferent consecutive phases in technology design and allocation will be discussed from a range of perspectives.FindingsLongevity is one of the greatest achievements of contemporary science and a result of development of social relations. Currently, various non-communicable diseases affect older adults and impose the greatest burden on global health. There is a great emphasis across Europe on caring for the older person in their own homes. Technology has a mediating role in determining the possibilities for good quality of life (QOL). The concept of assisting the older adult through the use of technology so as to access healthcare services has enormous potential. Although the potential of technology in healthcare is widely recognised, technology use can have its downsides. Professionals need to be aware of the risks, namely, those related to the privacy of the older person, which may accompany technology use.Research limitations/implicationsBy 2050, there will be more people aged over 65 than there are children. This phenomenon of global ageing constitutes a massive challenge in the area of health protection.Practical implicationsProfessionals need to be aware of the risks, for example, related to the privacy of the older person, that may accompany technology use.Social implicationsThere is a great emphasis across Europe on caring for the older person in their own homes. Technology has a mediating role in determining the possibilities for QOL.Originality/valueThe concept of assisting the older adult through the use of technology to avail of healthcare has enormous potential. Assistive technology, social media use and augmentative and alternative communication can have a positive effect on the QOL of older people, as long as they are supported enough in use of these technologies. However, ethical and juridical considerations are at stake as well.

Bats and grammar: developing critical language awareness in the context of school reform

2018 ◽  
Vol 17 (4) ◽  
pp. 281-297 ◽  
Author(s):  
Meg Gebhard ◽  
Holly Graham
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Student Writing ◽  
Power Dynamics ◽  
Language Awareness ◽  
Content Type ◽  
Teachers And Students ◽  
The Usa ◽  
Critical Language Awareness ◽  
Teachers Professional Development

Purpose This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways? Design/methodology/approach This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews. Findings The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways. Research limitations/implications This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement. Practical implications This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform. Originality/value To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.

Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

scholarly journals Pengembangan Aplikasi Belajar Online Berbasis Web Menggunakan Waterfall

2021 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
Afif Wijang Wahid Ramadhan ◽  
Dhoifullah Dhoifullah ◽  
Husen Husen ◽  
Candra Candra ◽  
Sri Mulyati
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
Analysis Method ◽  
Literature Study ◽  
Face To Face ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Face To Face Learning

In this pandemic era, face-to-face learning cannot be done because the transmission of the virus is very dangerous and after all learning activities must continue, to improve the quality of education in Indonesia, therefore in this sophisticated era we must make the best use of technology for the wrong teaching and learning activities. the only way is by holding it online, but not all schools carry out learning activities with technology, there are still many who do conventional learning such as learning activities in school. The benefit of implementing online learning methods is to make it easier for teachers and students in terms of learning activities. The analysis method used is literature study. design methods that do use the concept of software engineering.

scholarly journals Pragmatic meta-analytic studies: learning the lessons from naturalistic evaluations of multiple cases

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Paul Lam ◽  
Carmel McNaught ◽  
Kin-Fai Cheng
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Case Reports ◽  
Meta Analysis ◽  
Data Set ◽  
Innovative Teaching ◽  
Mixed Methods Approach ◽  
Use Of Technology ◽  
Interactive Strategies ◽  
Teachers And Students

This paper explores the concept of pragmatic meta-analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single-case reports. The pragmatic meta-analytic studies described in this paper have two common aspects: (1) the cases are related in some way, and (2) the data are authentic, that is, the evaluations have followed a naturalistic approach. We suggest that examining a number of such cases is best done by a mixed-methods approach with an emphasis on qualitative strategies. In the paper, we overview 63 eLearning cases. Three main meta-analytic strategies were used: (1) meta-analysis of the perception of usefulness across all cases, (2) metaanalysis of recorded benefits and challenges across all cases, and (3) meta-analysis of smaller groups of cases where the learning design and/or use of technology are similar. This study indicated that in Hong Kong the basic and non-interactive eLearning strategies are often valued by students, while their perceptions of interactive strategies that are potentially more beneficial fluctuate. One possible explanation relates to the level of risk that teachers and students are willing to take in venturing into more innovative teaching and learning strategies.Keywords: evaluation; meta-analysis; eLearning cases; risk-takingDOI: 10.1080/09687760802315879

scholarly journals Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

2022 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Clever Ndebele ◽  
Munienge Mbodila
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Technology Use ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Historically Disadvantaged ◽  
Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

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