1,721,024 research outputs found
Digital storytelling in an L2 context, and its impact on student communication, engagement, and motivation.
No full textThe communicative second language (L2) classroom requires a dual focus. On the one hand, students must be motivated (willing) to communicate, and teachers need to create activities that promote and facilitate peer interaction. Allied to this, is a need for accuracy. However, some L2 learners communicate rarely, if at all, while others struggle to achieve accuracy due to the constraints of time and space, and a lack of teacher feedback in class. This study has adopted the visual (and conceptual) metaphor of Yin and Yang to symbolize the equilibrium needed within the ideal communicative L2 classroom. This study explores the behaviours and perspectives of a group of L2 learners creating culture-based digital stories on VoiceThread. It examines whether this digital storytelling project can have an impact on students’ communicative experience, both online and in the classroom, their motivation and engagement, and their levels of spoken output in class.
This interpretive study recognizes learner behaviours and perspectives as being unique to both the individual and the setting. A literature review presents an overview of digital storytelling, as well as research relevant to the pedagogical, affective, and technological aspects of this study. Data was collected through observation, interviews, and analysis of the digital stories. Findings indicate this digital storytelling project had a positive impact upon students’ communicative experience in different ways, which emphasizes the value of a subjectivist approach. The results also suggest high levels of motivation and communication.
This study suggests the constituent elements of this digital storytelling project can enhance the overall communicative experience, promote spoken communication in the classroom, and motivate students. This thesis concludes by offering a series of recommendations for educators, to facilitate meaningful interactivity, and place the student and their culture at the centre of the learning experience
Developing middle leadership in a Vietnamese university- perceptions and practices : a case study from the Mekong Delta
No full textThe area of educational leadership in higher education is well documented in western literature. However, this area is largely under-researched in Vietnam, and this has inhibited the development of educational leadership in this country. Drawing on the experiences of ten middle leaders of a university in the South of Vietnam, this study explored some important aspects of educational leadership to help provide guidance for improving the quality of leadership work for this university, and more broadly, for other universities throughout the country. These aspects included professional learning, and participants' perceptions of effective leadership and sustainable leadership. This investigation also examined participants' perceptions of the relationship between leadership and management, and some challenges in their leadership work, to provide a comprehensive picture of the research topic. This qualitative research was located within the interpretive research paradigm and used a case study method to explore human leadership experiences and perceptions. It adopted two data collection methods, semi-structured interviews and an online questionnaire, and used thematic analysis as the data coding framework. The findings revealed that the particular context of Vietnam with the cultural influences of Confucianism and the political system of Socialism had significant influence upon educational leadership at this university. The study also indicated some tensions between the participants‟ perceptions and the literature that deserve consideration for changes to be made. Furthermore, it identified gaps in understanding in this field that necessitated further attention and investigation. In addition, this research disclosed major issues this university faces within its shifting process from a hierarchical bureaucratic model to a more shared distributed one. More broadly, it uncovered the socio-cultural, historical and political complexities of the country's transitional period. Overcoming these barriers will require effort, and awareness of the wider cultural context and the prevailing socio-political norms of Vietnamese society
Digitally-supported collaboration: An exploration of teachers' and students' understandings and practice.
Full text linkEducation is evolving over time. The use of digital technology in our schools continues to grow and develop at a rapid pace, supported by the introduction of ultra-fast broadband and the availability of mobile technology. There is change occurring in the teaching and learning environments in our schools, walls are coming down between classrooms and teachers are increasingly being expected to work in co-teaching situations. An expectation is being set that educators need to equip students with the 21st century skills necessary to be successful in today’s world, one of the key skills being the ability to collaborate with others.
This study draws together the key ideas introduced above - that is, developing knowledge of collaborative, digitally-supported innovative learning environments (ILEs). A collective case study approach was used to investigate the understandings teachers and students in three primary schools have about collaboration, and how this was reflected in practice. This interpretive study also explored the nature of digitally mediated interactions occurring in these learning environments including teacher-to-teacher, teacher-to-student, and student-to-student, to gain a better understanding of any role digital technology might play in collaborative teaching and learning within these spaces.
Data was collected through observations, interviews, and the collecting of artifacts. These data were then analysed thematically. The findings suggest that building trusting relationships is essential to collaboration but can take time to establish. Teachers and students need to have a shared understanding of what collaboration is and their role within this. Clarity of purpose is fundamental to effective digitally-supported collaboration, teachers and students need to know why they are collaborating, how digital technology could support their collaborative needs, and how they can best make use of their physical environment
Online social networking and its impact on New Zealand educators’ professional learning
No full textThe trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the imminent development of the Network for Learning in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning. This study explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user-generated mode of professional learning might extend professional practices in school. The study considers the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This interpretive study positions the findings within activity theory in order to characterise the actions of educators in the social network and to draw out tensions and opportunities for development. A literature review offers an overview of the field of online social networking in the context of educators' professional learning and outlines the challenges for integrating such informal, user-driven learning into meaningful student-focused professional development. A survey of members of the VLN Groups social network was conducted followed by interviews with four participants of the network. Findings highlight how the typical usage patterns of participants within the social network site reflect a growing familiarity with online ways of working, as well as opportunities to exploit this mode of professional learning more effectively.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to what 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study concludes by outlining recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age
Students’ Voice on Mobile Technology and Web 2.0 Tools for Learning
No full textLiterature tells us, and from my own observations as an experienced teacher, when students have a mobile device in hand they show signs of being motivated, and a phenomenon takes place where students display a natural curiosity and engagement with the device through various interactions. The purpose of this study was to validate students’ voice by allowing them to express their views on the use of mobile technology and Web 2.0, whether they found them motivating and engaging, and how they perceived them as being useful for learning. Students’ perceptions of current and emerging technologies and their usefulness can differ to teachers’ perceptions, therefore research involving conversations with students are needed to better understand how they perceive and relate to these technologies. This study has had such conversations in order to uncover students’ perceptions. Gathering students’ views gives us a first-hand view on what affects them. It identifies factors that perpetuate or diminish their learning, that educators may not have considered before. Knowing and understanding how it is for students, helps to improve learning conditions for them.
While there is an initial phase of excitement and curiosity that students have when using mobile technology and Web 2.0, this quickly passes and there are learning conditions that need to be met in order for motivation and engagement to be sustained. To sustain their motivation, students need to have self-determination. For students to be self-determining, their needs for autonomy, competence, and relatedness must be met. This thesis has determined, through the voice of students, that their need for autonomy can be met through the affordances of mobile technology and Web 2.0, but the teacher’s role is vital for meeting their needs for competence and relatedness.
The findings from this study strongly argue that the teacher has a vital role to play in ensuring students’ learning experiences supported by technologies are effective, and assumptions around students’ knowledge, skills and understanding of using technology in formal learning situations needs to be checked. Teachers need to robustly scaffold the use of technology in learning situations until students have built up competence. Teachers need to keep relating to and conversing with students, and not assume students do not need support when using technologies characterised by autonomy and independence. It also found that the learning conditions must support students’ needs for self-determination if students are to stay motivated and engaged – the use of technology alone is insufficient. It also highlighted equity and access to technology learning opportunities for all students, students’ informal learning, and influences on students’ perceptions as to whether they considered technologies were useful for learning
Preteens’ concepts and development of privacy, and the relationship to decisions and actions undertaken in online social environments and with digital devices.
No full textA concern for privacy, the development of this, and how it becomes interpreted in offline and complex online environments has potential implications on young people’s wellbeing and safety. Media often bring to attention more negative aspects of young people’s privacy in relation to their online pursuits, which raises questions about perceived risks to one’s privacy and actual risks encountered online and any subsequent implications. This study looks at preteens’ broad concepts and development of privacy, and any relationship(s) these may have on their use of digital technologies and decisions and actions in online social contexts. A review of literature related to preteens’ involvement in online social networks and issues of privacy presents a growing body of information, however, a scarcity of literature related to preteens’ concern for privacy, and the development of privacy concern, suggests this study offers new insights in this particular area.
Students (N=60) aged between 11 and under 13 years from three provincial New Zealand schools participated in this qualitative study, and key data were gathered through a survey. Preteens indicated they valued privacy and specified its importance across dimensions of self. Furthermore, a desire for autonomy and control in managing aspects of privacy in their offline and online worlds was evident. However, concerns were raised regarding preteens’ perceived capabilities and their actual competencies and knowledge of the technical, social, and ethical complexities presented online and in the use of devices. Also evident were inconsistencies in the types of support needed to care for the safety and wellbeing of young people. This suggests young people continue to need regular and robust support from agencies they themselves identified as important, and included caregivers, schools, and peers.
Opportunities to further develop caregivers’ skills and knowledge is recommended, so they may better understand the crucial role they have in supporting the safety and wellbeing of their child in their exploration of complex digital environments. Their role is essential in positively contributing to the development of a concern for privacy. Recommendations are made, for schools, educators, and education policy makers in their role in this development. These include sustained teaching and learning opportunities across all learning levels in building related skills and competencies. Sourcing perspectives from preteens themselves as the experts of their ideas, experiences and knowledge, is integral to understanding how they navigate privacy issues when living lives both offline and online
Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking
No full textThis study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors.
Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking.
This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10.
Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested
Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning
No full textThis thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition.
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported.
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers
Understanding Teacher Educators' Pedagogical and Technological Cultural Habitus (PATCH): An Ethnographic Study in the Maldives
No full textA substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Sub-questions arising from this are:
1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy?
2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice?
3) How do teacher educators form their pedagogical and technological practice?
My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking.
This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools
Young children in an education context : apps, cultural agency and expanding communicative repertoires
Full text linkThis chapter examines video recorded interactions of children’s engagement with touchscreens in an early education setting. The extracts are taken from an ethnographic research study that explored children’s expanding repertoires for meaning-making as these emerged throughout their first year of school. The episodes presented in this chapter draw on observations of children’s spontaneous interactions with and around two iPad apps. The findings reveal how children’s engagement with iPads has the potential to simultaneously confer children’s cultural agency and further expand children’s repertoires for meaning-making. The discussion provides nuanced interpretations of how touchscreens might contribute positively to young children’s early learning and play experiences
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