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The experiences of Irish primary school teachers when using a structured programme, containing prescribed lesson plans and resources, to enhance their confidence in developing the digital competence of 5th and 6th class children
No full textPurpose: With the continuous, rapid evolution of technology and the growing formal
expectations for integrating technology meaningfully into teaching and learning (TL),
teachers face numerous challenges in fostering children's digital competence (DC) while also
enhancing their own DC and confidence levels (Godhe 2019; Pathiranage and Karunaratne
2023). The purpose of this research was to investigate the impact that a structured
programme, containing prescribed lesson plans and resources, had on teachers and their
confidence in developing children’s DC and their value of technology in education.
Method: This research was guided by a constructivist paradigm, where practical action
research (PAR) was used to design and implement a six-week intervention. Seven teachers
participated in the intervention. Semi-structured interviews were used to collect data both
pre- and post-intervention, and reflective diaries were used to collect data during the
intervention. Purposeful sampling was used to select participants for this study.
Results: Based on the participants’ experiences engaging with this intervention, this
research demonstrated that the use of a structured programme can enhance teacher
confidence in developing children’s DC and increase their value of technology in education.
This was largely credited to the programme aiding the development of teacher DC by
providing contextualised, targeted support, which resulted in the growth of teacher digital
confidence/self-efficacy. The study affirmed that as teacher DC improved, so did the
children's DC as the programme modelled meaningful development supported by
pedagogical approaches. The programme promoted a student-centred learning
environment, which also contributed to the development of the participants’ confidence. As
a result of this growth in confidence, this study’s findings also suggest that the participants’
value of technology in education also increased.
Conclusion: From this research, it can be seen that the use of a structured programme can
positively impact teacher confidence in developing children’s DC and their value of
technology in education. A structured programme designed to meet the context's needs can
help alleviate the challenges that teachers face when developing children’s DC and promote
the purposeful use of technology to support TL. The support that the structured programme
provided in this study enhanced teacher confidence and their value of technology in
education.N
‘Cruinneas na Gaeilge’ a thabhairt isteach mar mhodúl úrnua i mBliain 5. Modh éifeachtach chun tacú le daltaí Ardteistiméireachta dul chun cinn a dhéanamh sa Ghaeilge?
No full textCuireadh modúl darbh ainm ‘Cruinneas na Gaeilge’ i bhfeidhm sa saothar seo, inar múineadh an
ghramadach go follasach do ghrúpa daltaí ArdteisDméireachta amháin, i nGaelcholáiste amháin.
An aidhm a bhain leis seo ná chun iniúchadh a dhéanamh ar éifeachtacht na straitéise áirithe seo
chun tacú le daltaí ArdteisDméireachta dul chun cinn a dhéanamh sa Ghaeilge mar an dara teanga
dóibh i suíomh tumoideachais ag an dara leibhéal. Múineadh an ghramadach go follasach do
ghrúpa daltaí amháin, ar feadh uair an chloig amháin in aghaidh na seachtaine, thar thréimhse sé
seachtaine. I ndiaidh na hidirghabhála oideachais seo, baineadh úsáid as ceistneoir chun tuairimí
na ndaltaí a ghlac páirt a mheas. Leis sin, baineadh úsáid as ceistneoir chun tuairimí a bhailiú ón
bpríomhoide, ón leas-phríomhoide agus ó ghrúpa múinteoirí, chun dul chun cinn na ndaltaí seo i
gcúrsaí cruinnis a mheas, fé mar a chonacthas dóibh é. Fuarthas tuiscint níos doimhne ar thuairimí
na ndaltaí trí ghrúpa fócais agus trí shamplaí oibre a bhailiú uathu. Sa chaoi seo, bailíodh sonraí
cáilíochtúla agus cainníochtúla chun léargas a Máil ar rath na straitéise teagaisc seo ar mhaithe le
dul chun cinn na ndaltaí sa Ghaeilge. Sonraíonn torthaí an taighde seo go dtacaíonn teagasc
follasach na gramadaí le daltaí ArdteisDméireachta dul chun cinn a dhéanamh sa sprioctheanga.
Táthar ag súil go mbeidh moltaí an taighde ina gcabhair d’oideachasóirí, do cheannairí i
nGaelcholáisN agus do scríbhneoirí beartais amach anseo.N
Anything but the ideal speaker listener in anything but a homogenous speech community: a study of communication through the medium of lingua franca English
Get PDFThis thesis characterizes the English spoken as a lingua franca by a community of asylum seekers, none of whom spoke English as a native language, and it examines how they use this lingua franca to interact with the English-speaking staff and with one another in the reception centre in which they live.
The methodological tools and techniques of ethnography, corpus linguistics and conversation analysis are harnessed in a synergistic, cyclical blend.
The ethnography, influenced by the work of Goffman and Hymes, highlights the troubled histories of the residents, including accounts of alleged persecution in their native countries, their flight to perceived safety in Ireland, and their new institutionalized lives, all which impacted on their daily communicative behaviour. Newly-arrived residents made a bigger effort to talk, but the routine of everyday life gradually undermined their communicative efforts. However, this routine and daily social practice also led to the manipulation and economization of language. For example, adjacency greeting pair parts, routinized through daily social practice, were manipulated for use as requests.
The analysis of recorded and transcribed data, using methods associated with corpus linguistics, and following parameters set by McCarthy (1999), presents a picture of a notably reduced language system - the lingua franca used by the residents.
The last two chapters focus in detail on the pragmatic use of the language at the disposal of the residents. It is argued that at the micro level, the residents exploited to the maximum, discoursally and semantically, yeah and okay and other minimal responses in combination with pauses, silences, intonational contour, pitch and intensity, to negotiate their way through difficult interaction with the staff of the centre, and that at the macro-level such strategy camouflaged the lexicogrammatical limitations, minimized the impression of disfluency, and allowed the residents to maintain subliminal control over the trajectory of talk. It is argued that the residents, in interaction with one another, maintained the orderliness of turn-taking, principally due to mutual collaborative support and recourse to the natural to and fro of communication.N
Is hope enough? Navigating the complexities and competing pressures of action and global justice in education
Get PDFGlobal citizenship education (GCE) aspires to meet complex and contested global challenges within systems built on violence, exploitation and extractivism. This article comments on the silence surrounding the toll that this can take on educators working to meet the impossible task of making the world fairer, more just, more equitable, and sustainable for all. While the goals of GCE are themselves challenging and problematic, the content involved can also give rise to trauma. This article discusses the challenge of engaging with ‘difficult knowledge’ as an educator aiming to facilitate a space which honours the complexities inherent in global justice, while also being mindful of the psychological safety of all those involved in the learning space. The ‘call to action’ is often proposed as a mitigating factor to address the potential harm inherent in GCE. While recognising the possible transformative impact which engaging in action can have, it is crucial to also comment on the contradiction of seeking to build a ‘fair’, ‘just’ or ‘sustainable’ world within the neoliberal and capitalist societies which have themselves given rise to existential threats. Yet, we find hope in examples of GCE practitioners engaging with these multiple challenges in their daily practice, and in the development of frameworks and pedagogies that open educational spaces to consider and build as yet unimagined alternatives.Ye
Cuimsiú daltai a bhfuil neamhord de chuid speictream an uathachais orthu i ngaelscoileanna- inniúchadh ar dhearcthaí agus eispéiris múinteoirí
No full textBhí sé mar aidhm ag an taighde seo, iniúchadh a dhéanamh ar thuairimí agus dearcthaí mhúinteoirí ar chuimsiú daltaí a bhfuil Neamhord de chuid Speictream an Uathachais (NSU) orthu i scoileanna lán-Ghaeilge agus an féidir na daltaí seo a chuimsiú go rathúil. Chuige sin fuarthas amach conas a théann an cineál ionchuimsithe seo i bhfeidhm ar fhoghlaim iomlán an pháiste. Freisin, léiríodh nach gcuireann an suíomh tumoideachais bac le forbairt oideachasúil, sóisialta agus cognaíochta an pháiste.
Roghnaíodh an Pharaidím Todhchaíoch chun ceisteanna an taighde a iniúchadh agus úsáideadh modheolaíochtaí cáilíochtúla. Baineadh úsáid as ceistneoirí, agallaimh leathstruchtúrtha agus breathnóireacht mar uirlisí́ chun eolas a bhailiú. Roghnaíodh Gaelscoil amháin le rang speisialta nua oscailte inti chun tacú leis an iniúchadh don taighde, áit ina bhfuarthas léargas ar na hacmhainní agus na tacaíochtaí atá ar fáil, chomh maith le léargas chruinn a sholáthar ar staid reatha NSU sa suíomh Gaelscoile.
Léirigh torthaí an staidéir seo go raibh dearcthaí éagsúla ag múinteoirí ar oiriúnacht an tumoideachais do dhaltaí a bhfuil NSU orthu. Agus é sin ráite, chreid formhór na múinteoirí gur bhain páistí a bhfuil NSU orthu leas as an gcóras tumoideachais agus go raibh buntáistí ann dóibh. Sonraíodh go bhfuil easpa acmhainní sonracha NSU ar fáil trí Ghaeilge. Thángthas ar an gconclúid nach bhfuil a dhóthain oiliúna curtha ar mhúinteoirí le bheith ag obair i suíomh NSU freisin. Aithníodh easpa gairmithe seachtracha le cumas Gaeilge nó taithí acu ar an oideachas dátheangach mar dhúshláin freisin. Aithníodh indibhidiúlacht gach dalta mar fhachtóir cinntitheach le haghaidh comhtháthaithe agus ionchuimsithe le linn an staidéir seo.N
Céard é tionchar an teagaisc fhoirm-dhírithe ar fheasacht teanga múinteoirí? taighde píolótach i ngaelcholáiste cathrach
No full textTugtar le fios an riachtanas go mbeadh múinteoirí tumoideachais cumasach, inniúil agus feasach sa sprioctheanga, eolasach faoin bpróiseas sealbhaithe teanga agus go mbeadh oiliúint fhóirsteanach agus taithí fheiliúnach acu ar oideolaíocht agus ar mhodheolaíochtaí na hearnála (May et al. 2004; Baker agus Wright 2017; Ó Ceallaigh et al. 2019a; Ó Ceallaigh agus Ní Shéaghdha 2021; Ó Laoire et al. 2021) ach faraor, feictear easnaimh mhóra in earnáil thumoideachas na hÉireann. Maítear sa taighde go bhfuil múinteoirí ag feidhmiú sa ghort gan oiliúint, gan na tacaíochtaí cuí agus iad ag streachailt le neamhdhiongbháilteacht teangeolaíoch (Leavy et al. 2018; Ó Ceallaigh et al. 2019a) agus nach bhfuil na scileanna córasacha acu dul i ngleic le castachtaí an oideachais dhátheangaigh (Tedick et al. 2011). Ar an mbonn sin, tá sé i gceist ag an taighde seo iniúchadh a dhéanamh ar réiteach na faidhbe thuas. Tugadh forbairt ghairmiúil ar an teagasc foirm-dhírithe (TFD) do ghrúpa múinteoirí, iarradh orthu an TFD a chur i bhfeidhm ina ranganna, rinneadh measúnú ar thionchar na hidirghabhála agus cláraíodh a n-eispéireas. Tugadh faoin taighde seo faoi scáth na paraidíme pragmataí ag baint úsáid as modhanna measctha idir thaighde cáilíochtúil agus thaighde cainníochtúil. Ar an iomlán bhí na múinteoirí an-dearfach faoin TFD. Chonacthas buntáistí agus féidearthachtaí go bhféadfadh a bheith leis dá mbeadh sé curtha ar siúl ar bhonn scoile uile cé nach raibh tionchar suntasach na hidirghabhála le feiceáil i dtorthaí na dtrialacha. Soiléiríodh an easpa tacaíochta agus an easpa aitheantais a bhíonn ann do mhúinteoirí na hearnála. Táthar ag súil go bhféadadh leis an taighde seo treoir a chur ar fáil do scoileanna do chur i ngníomh an TFD mar chuid den fhéinmheastóireacht scoile le go bhféadfaí an ruaig a chur ar neamhdhiongbháilteacht teangeolaíoch agus forbairt a dhéanamh ar fheasacht teanga múinteoirí agus scoláirí araon.N
The experiences of Irish primary school children when using chromebooks in place of traditional textbooks
No full textThis study investigates students' experiences with Chromebooks as alternatives to textbooks, focusing on student-centred learning, motivation, engagement, and satisfaction. While existing research has mainly examined technology integration from teachers' or university students' perspectives, this study addresses a gap in the literature by exploring Irish primary students' experiences with technology-based learning.
Findings reveal that Chromebooks enhance student ownership, personalised learning, collaboration, and teacher facilitation in student-centred learning. Students highly value the functionality and tools of Chromebooks, finding digital content convenient and visually appealing. However, skill-related challenges and connectivity frustrations are also evident.
Using Chromebooks increases student enjoyment, engagement, and learning efficiency, providing easy access to information and extending learning beyond textbooks. Results align with prior studies, underscoring technology's potential to enhance student-centred learning.N
‘An investigation of the incorporation of digital technologies, into the post-primary classroom, to facilitate extra-curricular activity absenteeism
No full textThis study investigates the digital strategies post-primary teachers have in place to accommodate students who miss content as a result of extracurricular activity (ECA) participation. Although ECA participation amongst school age children is well documented, fewer studies focus on teachers’ resources to facilitate learning following ECA absenteeism. Using a qualitative methodology, this study interviewed six post-primary teachers and conducted focus groups with 10 post-primary students, regarding their experiences and perspectives of digital technology (DT) as a method of accommodating missed content following ECA absenteeism. It explored ECA advantages and disadvantages, scrutinised the opportunities and challenges associated with embedding DTs, and evaluated the impact of missed content on subject departments. Collected data was analysed using thematic analysis as described by Braun and Clarke (2006). The findings of this study highlighted that ECA offer students a wide range of benefits which positively impact their social, emotional, and physical wellbeing. However, ECA absenteeism can potentially negatively impact students’ wellbeing and academia. DTs have the potential to positively enhance teaching and learning, however lack of staff training in DTs highlighted areas of concern. The complexities and intricacies of schools were alluded to during this research, as this school did not have an appropriate ECA policy in place. Subject teachers upheld different strategies to accommodate ECA absenteeism as a result of DT training and availability.N
Cén ról atá ag cleachtais saorscríbhneoireachta chun guth an fhoghlaimeora teanga T2 i rang 1 a léiriú
No full textDíríonn an staidéar seo ar an scríbhneoireacht go sonrach ag fiosrú na ceiste taighde “Cén ról atá
ag cleachtais saorscríbhneoireachta chun guth an fhoghlaimeora teanga T2 i Rang 1 a léiriú?”
agus ag súil le tionchar na saorscríbhneoireachta ar chur in iúl a gcuid smaointe i gcás daltaí
Rang 1 SLG. Rinne an staidéar seo imscrúdú ar an tionchar a bhíonn ag seisiúin rialta
saorscríbhneoireachta ar chumas daltaí a nguth a chur in iúl i scríbhneoireacht sa dara teanga.
Rinneadh anailís chun an gaol idir tréithe gutha i samplaí scríbhneoireachta agus measúnuithe
éagsúla scríbhneoireachta agus teanga a fhiosrú. Scrúdaíodh freisin na topaicí a roghnaíodh don
scríbhneoireacht agus na leibhéil sásaimh féintuairiscithe le linn seisiúin saorscríbhneoireachta.
Léirigh na torthaí comhghaol dearfach idir tréithe cumas gutha agus scríbhneoireachta, cumas
léitheoireachta, ullmhacht chun scríobh, litriú, tascanna neamhspleácha scríbhneoireachta focal,
agus cruinneas deachtóireachta. Tugann na torthaí seo léargais luachmhara ar na buntáistí a
d’fhéadfadh a bheith ag idirghabhálacha saorscríbhneoireachta chun cur in iúl gutha a chothú
agus chun scileanna scríbhneoireachta a fheabhsú i bhfoghlaim na dara teanga.N
The impact of mentoring student teachers in the development of professional and leadership skills when they are teaching practice schools
No full textThe research topic is about “The impact of mentoring student teachers when they in teaching practice for the development of professional and leadership skills”. The research took a qualitative path to explore the topic. Practicing head teachers, mentor teachers, and class teachers who work with student teachers were involved in this study. It used interview to solicit lived experiences from the said participants. The results were analyzed qualitatively. Some of the findings are that the quality of mentoring assist student teachers to either remain in the teaching profession or leave and seek for other professions. In addition, mentoring assist in the development of leadership and other professional skills. The research revealed that there are a number of reasons that lead to poor development of professional and leadership skills of student teachers after completing the teaching practice under the school-based phase. Some of the reasons that this study exposed are that mentors who have deficit knowledge of mentoring student teachers during school based phase fail to successfully mentor the students. In addition to this, some students lack interest in teaching profession which also leads to poor results of mentoring. The study has recommended that for an effective mentoring, the head teachers, the mentors and class teachers who mentor the student teachers must have an in-depth training before they are assigned the task of mentoring.N