60 research outputs found
Web-Building Connections: A Best-Practice Example of Using International Resources in Online Intercultural Didactics for Teachers
No full textThe English Language fifth-year Lab at Primary Education Science in Roma Tre (academic year 2019-2020, second semester) aimed to foster trainee teachers’ language competences while providing them with methodological skills and examples of active engagement in intercultural projects using e-learning/distance learning. The Covid-19 lockdown deeply affected the course development: it forced participants to restructure their learning and activities so as to meet their new needs of self e-teaching in an e-didactics modality, as well as the fears that the new scenario was triggering; it also enabled them to discover unforeseen perspectives of international cooperation and emotional empathy with their peers at home and abroad, which fostered their will to use English as a lingua franca and improved their linguistic skills. Task-based activities regarding the different Lab modules, which ranged from self-/peer-directed assessment questionnaires to story writing and video recordings of different games, singing and creativity sessions, made the Lab become a sort of hub for innovative strategies and practices in language teaching, including the use of Makaton and music to tell stories and describe illustrations. These outputs, which have been collected and are currently under research, were meant as an assessment for the students, but also as motivating challenges to tackle the future teachers’ competences in intercultural international activities (and use English) themselves. Strategies for L2 teaching and learning have proven effective also in conveying a sense of extended community, belonging and participation in achieving shared goals to foster responsible citizenship.<br/
Students' journeys to the magical land of teaching
No full textThis paper explores a small group of female student teachers’ experiences of learning through a pandemic. Students from the University of Dundee, Scotland and University Roma Tre, Italy participated in the award-winning eTwinning international Hands of the World (HOTW) project, which connects schools and universities across the world to undertake a wide range of educational collaborative work to develop their knowledge and understanding of intercultural education. One of the project activities required student teachers to share their experiences of learning to become a teacher in a pandemic, through a multimodal narrative that involved text, images and music. This study, therefore, examined student teachers’ narratives with a focus on how different aspects of the pandemic affected their studies alongside their mental well-being and the strategies students utilised to enable them to be successful. An explanatory design analysed students’ reflective narratives, which were publicly available on the projoect’s Padlet™ page. Data were analysed thematically with the themes, Transitions, Mental Wellbeing and Coping Strategies explored through the messages conveyed in the text, images and music. Our analysis enabled us to identify that at different stages of the pandemic, students experienced similar feelings and anxieties, and that a range of strategies were used that demonstrated resilience and determination to succeed. This paper proovides a small insight into the impact a pandemic has on student-teachers’ learning and well-being through a narrative storyline.
Quality of life, healthcare use and costs in 'at-risk' children after early antibiotic treatment versus placebo for influenza- like illness: within-trial descriptive economic analyses of the ARCHIE randomised controlled trial
No full textObjectivesTo characterise the quality of life, healthcare use and costs associated with early antibiotic treatment of influenza-like illness (ILI) in 'at-risk' children.DesignEconomic analysis of a two-arm double-blind parallel group pragmatic randomised controlled trial.SettingChildren were recruited from community-based healthcare settings, including general practices, walk-in centres and hospital ambulatory care.ParticipantsChildren with risk factors for influenza-related complications, including respiratory, cardiac and neurological conditions, who presented within the first 5 days of an ILI.InterventionsCo-amoxiclav 400/57 suspension or placebo.Outcome measuresThis economic analysis focused on quality of life measured by the EQ-5D-Y, symptoms assessed by the Canadian Acute Respiratory Infection and Flu Scale (CARIFS), healthcare use and costs including medication, hospital visits and admissions, general practitioner and nurse contacts. Outcomes were assessed for up to 28 days post randomisation.ResultsInformation on resource use, EQ-5D-Y (day 28) and CARIFS (day 7) was available for 265 (98%), 72 (27%) and 123 (45%) out of 271 participants, respectively. Average costs in the co-amoxiclav group were £25 lower (95% CI -£113 to £65), but this difference was not statistically significant (p=0.566). The difference in EQ-5D-Y scores between groups was also not statistically significant (-0.014 (95% CI -0.124 to 0.096), p=0.798). However, day 7 CARIFS scores were 3.5 points lower in the co-amoxiclav arm (95% CI -6.9 to -0.1, p=0.044).ConclusionsOur findings did not show evidence that early co-amoxiclav treatment improves quality of life or reduces healthcare use and costs in 'at-risk' children with ILI, but may reduce symptom severity though confirmation from further research would be important. Reliable data collection from children's parents/carers was challenging, and resulted in high levels of missing data, which is common in pragmatic trials involving children with acute respiratory tract infections.Trial registration numberISRCTN70714783; EudraCT 2013-002822-21
Hands of the World intercultural project: developing student teachers' digital competences through contextualised learning
No full textPor Sharon Tonner-Saunders[i] y Jill Shimi[ii] University of Dundee Palabras clave: PIXEL-BIT, ICT, Confidence, Competence, Pedagogy, COVID-19, Student Teachers Student teachers are working within a digital landscape which is evolving constantly and rapidly. A proliferation of digital technology has emerged as a ubiquitous feature of daily life, enabling individuals and communities to connect with each other and to respond to the challenges of global events such as the COVID-19 pandemic. T..
e-Learning v's Face-To-Face Learning: Preparing student primary teachers for the use of Interactive Whiteboards for Teaching and Learning
No full textSMART white pape
Hands of the world intercultural project:Developing student teachers' digital competences through contextualised learning
No full textThis paper reports on the impact on student teachers' professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee's HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.</p
Global Citizenship:Education in an Interconnected Global Space
No full textToday’s pupils live in an interconnected globalised world where they can connect, communicate, collaborate and create with their global peers. Time and location are no longer barriers to learning with pupils in other communities and countries due to digital platforms providing online global spaces that enable collaborative learning. In education, pupils engaging in online collaborative learning with their global peers have two main benefits: developing the necessary skills for their future employability and developing an understanding of interculturalism, diversity and inclusion to enable them to interact harmoniously in multicultural societies. It also enables pupils to work towards achieving aspects of the United Nations’ (2021) Sustainable Development Goals (SDG) through providing an inclusive and equitable quality education (SDG4) that promotes peace, justice and inclusion (SDG16) where inequalities are reduced across countries (SDG10) and where partnerships are enabled (SDG17). This chapter gives examples of how through collaborative learning online, pupils can develop their intercultural awareness of the world they live in by exploring similarities and differences between their own lives and those of their global peers alongside engaging with complex global issues
Students' journeys to the magical land of teaching
No full textThis paper explores a small group of female student teachers’ experiences of learning through a pandemic. Students from the University of Dundee, Scotland and University Roma Tre, Italy participated in the award-winning eTwinning international Hands of the World (HOTW) project, which connects schools and universities across the world to undertake a wide range of educational collaborative work to develop their knowledge and understanding of intercultural education. One of the project activities required student teachers to share their experiences of learning to become a teacher in a pandemic, through a multimodal narrative that involved text, images and music. This study, therefore, examined student teachers’ narratives with a focus on how different aspects of the pandemic affected their studies alongside their mental well-being and the strategies students utilised to enable them to be successful. An explanatory design analysed students’ reflective narratives, which were publicly available on the projoect’s Padlet™ page. Data were analysed thematically with the themes, Transitions, Mental Wellbeing and Coping Strategies explored through the messages conveyed in the text, images and music. Our analysis enabled us to identify that at different stages of the pandemic, students experienced similar feelings and anxieties, and that a range of strategies were used that demonstrated resilience and determination to succeed. This paper proovides a small insight into the impact a pandemic has on student-teachers’ learning and well-being through a narrative storyline.
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