Team 2 argues that, contrary to Team 1 stance on the lack of research on adolescent literacies, we do have research on adolescents' digital literacies to provide guidance for teachers and policy makers.
Over the past 10 years, access to the internet has expanded dramatically in schools, homes and communities. While early internet access was limited, today's internet allows for rich social interaction and collaboration through technologies like social networks and Web 2.0 tools. Research shows that students are using these technologies extensively for social and educational purposes outside of classrooms. However, many teachers have not adapted their instructional practices to incorporate these new technologies and ways students interact online. Effective 21st century educators need to embrace technology, use collaborative tools, and engage students in higher-order thinking to prepare them for learning in today's digital world.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
The document discusses a study that was conducted to ascertain students' perceptions of using social media for educational purposes. The study surveyed 200 students from three universities in Rivers State, Nigeria. The results found that social media is frequently used by students for educational activities like communication, sharing ideas, and interacting with others. Students generally have a favorable attitude towards using social media. There were also significant differences found in social media usage and attitudes between male and female students, as well as across the three universities. The study recommends incorporating social media into university curriculums to enhance education.
Social-Media Assisted Language LearningKee-Man Chuah
This document summarizes a study on using social media to assist language learning (SMALL). 102 English students used social media tools on a university e-learning portal. YouTube helped improve speaking skills, while Twitter and Wikis encouraged vocabulary learning and writing. Students enjoyed sharing ideas on Facebook. While social media can facilitate learning, tools must be properly integrated and have clear guidelines to maximize benefits and minimize drawbacks like unreliable internet. The study found social media a positive way to support collaborative English learning.
The pros and cons of using facebook in ELTpalbarbi
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Findings on facebook in higher education a comparison of college faculty and...Arina Fauzi
This document compares college faculty and student uses and perceptions of the social networking site Facebook. A survey of 62 faculty members and 120 students at a mid-sized southern university found that students are much more likely than faculty to use Facebook. Students also are more open to using Facebook and similar technologies to support classroom work. In contrast, faculty are more likely to use email, a more traditional technology. The study aims to provide preliminary evidence on the adoption of social networking sites like Facebook in higher education and willingness to use them for instructional purposes.
Over the past 10 years, access to the internet has expanded dramatically in schools, homes and communities. While early internet access was limited, today's internet allows for rich social interaction and collaboration through technologies like social networks and Web 2.0 tools. Research shows that students are using these technologies extensively for social and educational purposes outside of classrooms. However, many teachers have not adapted their instructional practices to incorporate these new technologies and ways students interact online. Effective 21st century educators need to embrace technology, use collaborative tools, and engage students in higher-order thinking to prepare them for learning in today's digital world.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
The document discusses a study that was conducted to ascertain students' perceptions of using social media for educational purposes. The study surveyed 200 students from three universities in Rivers State, Nigeria. The results found that social media is frequently used by students for educational activities like communication, sharing ideas, and interacting with others. Students generally have a favorable attitude towards using social media. There were also significant differences found in social media usage and attitudes between male and female students, as well as across the three universities. The study recommends incorporating social media into university curriculums to enhance education.
Social-Media Assisted Language LearningKee-Man Chuah
This document summarizes a study on using social media to assist language learning (SMALL). 102 English students used social media tools on a university e-learning portal. YouTube helped improve speaking skills, while Twitter and Wikis encouraged vocabulary learning and writing. Students enjoyed sharing ideas on Facebook. While social media can facilitate learning, tools must be properly integrated and have clear guidelines to maximize benefits and minimize drawbacks like unreliable internet. The study found social media a positive way to support collaborative English learning.
The pros and cons of using facebook in ELTpalbarbi
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Findings on facebook in higher education a comparison of college faculty and...Arina Fauzi
This document compares college faculty and student uses and perceptions of the social networking site Facebook. A survey of 62 faculty members and 120 students at a mid-sized southern university found that students are much more likely than faculty to use Facebook. Students also are more open to using Facebook and similar technologies to support classroom work. In contrast, faculty are more likely to use email, a more traditional technology. The study aims to provide preliminary evidence on the adoption of social networking sites like Facebook in higher education and willingness to use them for instructional purposes.
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
The document summarizes a webcast about how students, teachers, parents and administrators are using Web 2.0 tools for learning. Key findings from the Speak Up research project show high student use of digital media, online collaboration tools, and a desire for more technology use at school. Students act as early adopters of new technologies and their preferences can predict future trends. Recommendations call for learning that is enabled, engaging and empowered through greater technology use.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
Integrating facebook into language teachingCristochido Rd
This document discusses using Facebook for language teaching. It begins by providing background on Facebook, describing it as a social networking site that allows users to share information through profiles and networks. It then outlines several advantages of using Facebook for education, including its ease of use, ability to rapidly share and update information, and facilitation of informal learning through interaction. Specific Facebook features that can be used for teaching like groups, events, photos, and files are also described. Suggested activities on Facebook like listening exercises, storytelling, and picture comparisons are provided. The document concludes by explaining how to create Facebook accounts and pages for educational purposes.
This slide show describes the characteristics of today’s learners who are called the Millennials. The Millennials are different from other generations. This generation is all about technology. The technology that the Milliennials use are used for formal and informal learning. These technologies are good and bad and can affect a learning environment.
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
This study investigated the relationship between Facebook usage and student academic performance in terms of GPA. A survey was administered to over 100 female students at King Saud University. The results found that 55% of students felt Facebook and social media negatively impacted their academic performance, providing partial support for the hypothesis. However, the study was limited by only examining female students, measuring GPA as the sole indicator of performance, and not accurately quantifying time spent on activities. Future work should improve measuring of variables like study and leisure time to better understand their interaction.
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
This document provides an introduction to a study on the role of social networking in improving undergraduate students' academic learning. It discusses how technology and blended learning have become important aspects of education. The study aims to gauge students' perceptions of whether social networking helps improve academic learning, investigate the effects of social networking on learning, and illustrate how it may help learning. It defines key terms and outlines limitations of focusing only on students from two Malaysian universities with a small sample size. The significance is to determine if and how social networking can positively impact the learning process and academic performance of undergraduate students.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
O'Connor & Schmidt (2016) teaching students about personal social media use a...Gordon Schmidt
This document discusses teaching students about personal social media use and its effect on student retention and success. It notes that the majority of university students use Facebook daily and over half of universities have social media policies. It then poses questions about students' legal rights regarding discipline from universities for their personal social media posts. Recent research by O'Connor, Schmidt, and Drouin is mentioned. Examples are provided of students disciplined by their universities for social media posts. The document discusses students' understanding of privacy and free speech rights regarding personal social media use and discipline from universities. It also provides examples to illustrate differences between public and private university social media policies and discipline.
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Visual Representations in High School EdublogsIOSR Journals
This document discusses a survey conducted on educational bloggers from high schools to understand their use and preferences around visual and verbal content in blogs. The key findings were:
- Teachers made up the majority of respondents, followed by other educational stakeholders and students.
- Most respondents preferred making their blogs unique through verbal/written content rather than visuals like graphics and photos.
- Student blogs exhibited more creativity and experimentation with colors compared to blogs by more experienced bloggers.
- While respondents acknowledged visuals can make blogs more engaging, they prioritized well-researched written content in making blogs interesting.
This document contains the syllabus for a Sociolinguistics course. The syllabus outlines the following key points:
1) The course aims to introduce students to the relationship between language and society to help inform their teaching decisions.
2) Students will analyze social constructs and the political, anthropological, and educational implications of sociolinguistic phenomena.
3) The course objectives are to define sociolinguistic terms, analyze language varieties, study gender and age speech features, evaluate style/register, and propose a theory to improve English language teaching in Ecuador.
4) The course will be taught using strategies like problem-based learning and include evaluations like mind maps and oral presentations to develop critical thinking
This document provides a literature review on adolescent brain development and literacy strategies. It begins by defining adolescence as ages 11-19, a time of physical, hormonal, and psychological maturation influenced by internal and external factors. The review then discusses structural changes in the adolescent brain, including increased grey matter volume peaking at different times in different brain regions, and synaptic pruning which strengthens frequently used connections and eliminates unused ones. Finally, it explores proven literacy strategies that support brain development, such as graphic organizers and modeling. The review aims to identify connections between adolescent brain research and literacy acquisition.
Laura Mulvey's 1975 article "Visual Pleasure and Narrative Cinema" uses psychoanalytic and feminist theory to critique the way classic Hollywood films reflect and reinforce patriarchal ideology through the male gaze. She argues that films position women as objects for the male gaze and viewer identification, establishing male dominance and female inferiority. Rear Window is offered as an example of the "voyeur's film" that depicts the world from a male point of view and investigates female sexuality and male desire through patterns of submission and dominance. Central to Mulvey's analysis is the concept of "scopophilia," or pleasure in looking, which cinema and films like Rear Window offer by allowing the viewer to take on the controlling and voy
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
The document summarizes a webcast about how students, teachers, parents and administrators are using Web 2.0 tools for learning. Key findings from the Speak Up research project show high student use of digital media, online collaboration tools, and a desire for more technology use at school. Students act as early adopters of new technologies and their preferences can predict future trends. Recommendations call for learning that is enabled, engaging and empowered through greater technology use.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
Integrating facebook into language teachingCristochido Rd
This document discusses using Facebook for language teaching. It begins by providing background on Facebook, describing it as a social networking site that allows users to share information through profiles and networks. It then outlines several advantages of using Facebook for education, including its ease of use, ability to rapidly share and update information, and facilitation of informal learning through interaction. Specific Facebook features that can be used for teaching like groups, events, photos, and files are also described. Suggested activities on Facebook like listening exercises, storytelling, and picture comparisons are provided. The document concludes by explaining how to create Facebook accounts and pages for educational purposes.
This slide show describes the characteristics of today’s learners who are called the Millennials. The Millennials are different from other generations. This generation is all about technology. The technology that the Milliennials use are used for formal and informal learning. These technologies are good and bad and can affect a learning environment.
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
This study investigated the relationship between Facebook usage and student academic performance in terms of GPA. A survey was administered to over 100 female students at King Saud University. The results found that 55% of students felt Facebook and social media negatively impacted their academic performance, providing partial support for the hypothesis. However, the study was limited by only examining female students, measuring GPA as the sole indicator of performance, and not accurately quantifying time spent on activities. Future work should improve measuring of variables like study and leisure time to better understand their interaction.
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
This document provides an introduction to a study on the role of social networking in improving undergraduate students' academic learning. It discusses how technology and blended learning have become important aspects of education. The study aims to gauge students' perceptions of whether social networking helps improve academic learning, investigate the effects of social networking on learning, and illustrate how it may help learning. It defines key terms and outlines limitations of focusing only on students from two Malaysian universities with a small sample size. The significance is to determine if and how social networking can positively impact the learning process and academic performance of undergraduate students.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
O'Connor & Schmidt (2016) teaching students about personal social media use a...Gordon Schmidt
This document discusses teaching students about personal social media use and its effect on student retention and success. It notes that the majority of university students use Facebook daily and over half of universities have social media policies. It then poses questions about students' legal rights regarding discipline from universities for their personal social media posts. Recent research by O'Connor, Schmidt, and Drouin is mentioned. Examples are provided of students disciplined by their universities for social media posts. The document discusses students' understanding of privacy and free speech rights regarding personal social media use and discipline from universities. It also provides examples to illustrate differences between public and private university social media policies and discipline.
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Visual Representations in High School EdublogsIOSR Journals
This document discusses a survey conducted on educational bloggers from high schools to understand their use and preferences around visual and verbal content in blogs. The key findings were:
- Teachers made up the majority of respondents, followed by other educational stakeholders and students.
- Most respondents preferred making their blogs unique through verbal/written content rather than visuals like graphics and photos.
- Student blogs exhibited more creativity and experimentation with colors compared to blogs by more experienced bloggers.
- While respondents acknowledged visuals can make blogs more engaging, they prioritized well-researched written content in making blogs interesting.
This document contains the syllabus for a Sociolinguistics course. The syllabus outlines the following key points:
1) The course aims to introduce students to the relationship between language and society to help inform their teaching decisions.
2) Students will analyze social constructs and the political, anthropological, and educational implications of sociolinguistic phenomena.
3) The course objectives are to define sociolinguistic terms, analyze language varieties, study gender and age speech features, evaluate style/register, and propose a theory to improve English language teaching in Ecuador.
4) The course will be taught using strategies like problem-based learning and include evaluations like mind maps and oral presentations to develop critical thinking
This document provides a literature review on adolescent brain development and literacy strategies. It begins by defining adolescence as ages 11-19, a time of physical, hormonal, and psychological maturation influenced by internal and external factors. The review then discusses structural changes in the adolescent brain, including increased grey matter volume peaking at different times in different brain regions, and synaptic pruning which strengthens frequently used connections and eliminates unused ones. Finally, it explores proven literacy strategies that support brain development, such as graphic organizers and modeling. The review aims to identify connections between adolescent brain research and literacy acquisition.
Laura Mulvey's 1975 article "Visual Pleasure and Narrative Cinema" uses psychoanalytic and feminist theory to critique the way classic Hollywood films reflect and reinforce patriarchal ideology through the male gaze. She argues that films position women as objects for the male gaze and viewer identification, establishing male dominance and female inferiority. Rear Window is offered as an example of the "voyeur's film" that depicts the world from a male point of view and investigates female sexuality and male desire through patterns of submission and dominance. Central to Mulvey's analysis is the concept of "scopophilia," or pleasure in looking, which cinema and films like Rear Window offer by allowing the viewer to take on the controlling and voy
Spike Lee's 1989 film Do the Right Thing uses various cinematography techniques like Dutch angles, rapid camera movements, and wide-angle lenses to convey increasing racial tension throughout the film. These techniques make audiences feel uncomfortable. Specifically, scenes with Radio Raheem are shot with low camera angles and Dutch angles to make his character seem intimidating. The climactic scene at Sal's Pizzeria utilizes all of these techniques to portray the tension reaching its peak. Lee also uses warm colors in the film to symbolize tension, with characters' clothing colors indicating their likelihood to act on racial tensions.
This document appears to be an introduction or literature review section of a dissertation analyzing the portrayal of women in films by Indian directors Rituparno Ghosh and Shyam Benegal. It provides a brief history of Indian cinema from the silent era to modern times. It then introduces the two directors Rituparno Ghosh and Shyam Benegal. The rationale and problem statement for the research is stated as examining the portrayal of women in their films. The objectives are to conduct a comparative analysis of the portrayal of women through a content analysis of selected films by each director.
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
This document provides a summary and analysis of the linguistic relativity hypothesis (LRH). It begins with a brief history of LRH and definitions of key terms like thought, culture, language, and worldview. It then discusses the stronger and weaker forms of LRH, known as linguistic determinism and linguistic relativity. The document considers evidence for and against each form. A key point discussed is how the modern, globalized world is different than when LRH was originally proposed, with implications for if the hypothesis remains tenable today. The document aims to evaluate LRH in this contemporary context.
1) Gumperz studied linguistic variation among castes in an Indian village called Khallapur. He found that each caste had distinct phonological features that clearly marked social group membership. Upper castes innovated differently in speech from lower castes.
2) When studying social variation and linguistic variables, researchers must relate linguistic features to quantifiable social factors like age, gender, ethnicity, race, and social class. However, social class is a complex concept and systems of classifying people are often one-dimensional oversimplifications.
3) Researchers can study linguistic variation across apparent time (different age groups) or real time (longitudinal panel studies) to understand trends over time. Quantitative studies require reliability
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
This document discusses language contact and multilingualism. It notes that multilingualism has likely been common throughout human history, with many people today speaking multiple languages. When languages come into contact, they typically influence each other through borrowing words and occasionally adopting each other's grammatical features. The most common outcomes of language contact are code-switching, language mixing, and the development of creole languages. The document also discusses how social and political factors can lead to one language replacing or dominating another through the process of language shift. It provides several examples of how languages have influenced each other's vocabularies and grammars through long-term interaction and borrowing.
Sociolinguistics studies the relationship between language and society. It examines how social structures influence language use and how language variations are used to convey social meanings. Sociolinguists collect data on linguistic variations and their social contexts through methods like observation, elicitation, interviews, and statistical analysis of large speech samples. Their goal is to understand the systematic social patterns underlying linguistic variation and language use.
The document discusses code-switching, which is the alternation between two languages or dialects. It defines different types of code-switching like intersentential, intrasentential, mechanical, and code-changing. It explores reasons for and views on using code-switching in the classroom, as well as functions of teacher and student code-switching. While most educators view code-switching negatively, the researcher aims to study implementing it successfully in a multicultural classroom through their teaching program.
Project simple present with where and prep. of place.Martin Caicedo
The document discusses the use of prepositions of place in questions using "where" in the simple present tense. It provides examples using the prepositions "in", "at", and "on". "In" is used to say something is inside a building. "At" is used to say something is in a specific location or address. "On" is used with street names and building floors.
Course 8-Unit 3: Perfect modals meaning and form. adjust.Martin Caicedo
The document discusses perfect modal verbs, which combine a modal verb like "should", "could", "may", etc. with the auxiliary "have" and a past participle verb. It explains that the meaning of sentences changes depending on which modal verb is used. Should+have expresses regret about past actions, while would/could/may/might+have speculate about possible past situations. Examples are provided to illustrate expressing regret with "should have" and speculation with modal verbs like "would have".
The document discusses the use of the word "should" with the base form of a verb to give advice, recommendations, or suggestions. It provides examples of using "should" to suggest something that someone in a certain situation or with a certain ailment should or shouldn't do, such as seeing a doctor for a toothache or taking an aspirin for a headache.
The document discusses strategies for optimizing accounts receivable (A/R) management. It outlines benefits like reducing bad debt risks by 20-50% and generating 10-40% of receivables in cash. Best practices include having senior management commitment, accurate order fulfillment, consistent collection processes, and using metrics and technology. A case study shows how a $1.5B manufacturer improved A/R management, releasing $45M in cash and reducing DSO from 47 to 36 days.
The document discusses how to form tag questions in English. It explains that a tag question is a question added to the end of a statement to seek confirmation. It provides examples of tag questions using different verb tenses like present, past, future and present perfect. It also summarizes that the tense of the tag question should match the tense of the statement and the polarity of the tag question should be opposite to the statement - an affirmative statement takes a negative tag and vice versa.
The document outlines the five basic elements of a story: setting, characters, plot, conflict, and resolution. It defines each element and provides examples. The setting establishes where and when the story takes place. Characters can include protagonists and antagonists. The plot follows the sequence of events in the story from the exposition to the climax and resolution. Conflict, which can be internal or external, forms the basis of the dramatic action. Resolution concludes the story by solving the central conflict.
This study aimed to increase teachers' global awareness through online collaboration between teachers in New York and Taipei using information and communication technologies. Teachers participated in activities using blogs, wikis, email and life maps. Surveys found that participants' understanding of and confidence in teaching globalization increased. However, the blog discussion was the least favorite activity. Overall, the study demonstrated that ICTs can bridge distances between teachers but also presented challenges around language barriers and technology skills. The researchers recommend expanding to more countries and refining the activities.
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document advocates for educators to create technology-rich learning environments that encourage creativity, collaboration, and student-centered learning through problem-solving and online sharing of ideas.
Engaging Parents’ Support for Emerging Technologies in the ClassroomJulie Evans
This document summarizes key findings from the Speak Up national research project regarding parents' perspectives on educational technology. It discusses how today's parents are experienced technology users who see its value and want it integrated into their children's education. While parents are generally supportive of technology in schools, they are only moderately satisfied with current implementation and see opportunities for improvement, such as providing more teacher training, access to devices, and use of technology in daily instruction.
This document discusses the debate around how teachers should use technology in the classroom. Some argue that students today are "digital natives" who are comfortable with new technologies. However, others counter that while students are frequent users of basic technologies like email and browsing, they need guidance from teachers on more creative uses. The document concludes that teachers should not assume all students are technologically literate and should actively demonstrate new technologies to encourage collaboration.
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
This document summarizes a study on the impact of a mandated Kindle initiative at a Florida high school. The study surveyed teachers to examine how the initiative affected their perceptions and use of technology. Key findings include that the majority of teachers viewed technology as important, used it weekly prior to Kindles, and felt comfortable with technology. After the initiative, most teachers used Kindles weekly and sought out other technologies. The initiative significantly increased teachers' likelihood of integrating more technology into their classrooms. The study implies that providing teachers exposure to new technologies, like Kindles, can positively influence their views on educational technology.
The Role of Social Media in Today's College Student ExperienceLiz Gross, Ph.D.
College students and social media: what’s left to know? Turns out, a lot! As social media has become part of the fabric of our students’ lives, researchers have been examining how it affects their identity development, decision-making, and campus engagement. This fast-paced, potpourri session will review a decade of research about college students and social media, including some not-yet-published findings.
The document discusses the increasing use of social networking tools in K-12 education. It provides background on surveys that found most students use social media daily and consider it a factor in job options. The document also discusses a survey that found principals see benefits of social media for sharing information but have concerns about student-teacher contact and legal issues. It then outlines what happened when a school district provided WiFi and training, including positive uses of social media for collaborative learning.
This document discusses a survey conducted on educational bloggers from high schools to understand their use and preferences around visual and verbal content in blogs. The key findings were:
- Teachers made up the majority of respondents, followed by other educational stakeholders and students.
- Most respondents preferred making their blogs unique through verbal/written content rather than visuals like graphics and photos.
- Student blogs exhibited more creativity and experimentation with colors compared to blogs by senior bloggers.
- While respondents acknowledged visuals can make blogs more appealing, they prioritized well-researched written content in making blogs unique and interesting.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
This presentation is intended as a primer for adult literacy instructors who are thinking about using social networking technologies in their classroom. The presentation reviews statistics on how students are currently using technology in New York City and looks at applications for Ning, Facebook, and blogs in the classroom.
The Digital Learner at BCIT and Implications for an E-StrategyMark Bullen
The document summarizes research on how students at BCIT use technology and whether they fit the profile of "digital natives" or "millennial learners." It finds that while students are digitally literate and connected, their use of technology differs from claims about millennials. Students have a limited toolkit and prioritize immediacy and cost over advanced skills. Their needs are context-specific and technology is not more important than physical and environmental factors. An e-strategy at BCIT should consider students' actual preferences rather than assumptions about digital natives.
A Heutagogical Approach For The Assessment Of Internet Communication Technolo...Felicia Clark
This document discusses using a heutagogical approach to assess student assignments that utilize Internet Communication Technologies (ICTs) to share their work with authentic audiences outside of the classroom. It defines heutagogy as learner-centered and self-determined learning. The document argues that ICT assignments allow students to publicly share content and get feedback from external audiences, enhancing engagement. However, assessing these assignments can be challenging given their open-ended nature. The document proposes using heutagogical principles to design ICT assignments and provide assessment, focusing on developing students' capabilities and competencies through self-determined learning.
Integration of Digital Technology Uses of Adult People in University Learning...Xavier Mas García
This infographic has been showed in the First UOC International Research Symposium celebrated in Barcelona on december 19 of 2013, as a Phd preliminary results.
Digital Access, Collaboration A Must For Studentswilemmed
Students increasingly take their education into their own hands using personal technology. A survey found that students overwhelmingly agree that access to digital tools and ability to collaborate with peers enhances education. Students are seeking out technology-based learning experiences outside of school, and say lack of technology in school holds back their education. The report identifies three elements of students' vision for education: social-based learning using networks and experts; untethered learning that transcends classrooms; and digitally-rich learning using relevant tools and resources.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
The document discusses several studies related to learners' experiences with e-learning and the use of digital technologies. Key findings include:
1. Learners value flexible access to course resources and make regular use of electronic materials. Their experiences are shaped by individual differences, learning contexts, and the development of digital skills over time.
2. Patterns of technology use, such as preferences for certain online media, vary based on factors like age, academic subject, and perceptions of learning communities.
3. Understanding learners' experiences provides insight into how they creatively use technologies in personalized ways to support their studies. It can help develop strategies and skills for effective learning in the digital age.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
A Critical Inquiry Framework for Analyzing Systems Impacting Climate ChangeRichard Beach
This document outlines a critical inquiry framework for analyzing systems that impact climate change. It discusses teaching students to critically examine key systems like energy, transportation, agriculture, economics and politics. Examples of classroom activities are provided to inspire change, such as redesigning a school/community, examining food consumption, keeping a consumption diary, and participating in a mock court case on climate change. The goal is to teach students how language, rhetoric and narratives shape these systems and drive either action or inaction on climate change.
The Benefits and Challenges of Being Connected: Living, Learning, and Teachin...Richard Beach
Presentation: The Benefits and Challenges of Being Connected: Living, Learning, and Teaching in Virtual Spaces, Athens, Georgia Regional Public Library, October 8, 2015
This document discusses various aspects of digital literacies and web literacies. It outlines Belshaw's eight essential digital literacies: cultural, cognitive, constructive, communicative, confident, creative, critical, and civic. It also discusses concepts like recontextualization, learning through memes and connectivism, and how skills are developed through experiential learning and tool use. Examples are provided of how various web tools can be used to annotate texts, engage multiple audiences, and analyze and make connections within and across texts. Web 2.0 and 3.0 capabilities and implications are also briefly touched on.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
This document summarizes Richard Beach's seminar on teaching English language arts beyond the common core standards. It outlines strengths and limitations of the CCSS, including an emphasis on informational texts but a formalist approach to reading and writing. It discusses how publishers have implemented "text-dependent questions" and the decline in writing about personal experiences. Finally, it proposes alternative instructional models that focus on social practices and identity development through online discussions and role-playing.
LRA Pesidential Address for 2013, Richard Beach, PresidentRichard Beach
This document summarizes Richard Beach's presidential address to the Literacy Research Association (LRA) on understanding and creating digital texts through social practices. Beach discusses how digital texts allow for new affordances like multimodality, revision, and interactivity. He also examines how social practices are mediated by the uses of digital texts, including contextualizing information, making intertextual connections, collaborating, and constructing identities. The document outlines Beach's research questions and methods for studying how social practices are constructed through engagement with digital texts.
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composi...Richard Beach
Richard Beach presents on using apps to engage students in collaborative writing. He recommends several apps including Diigo for collaborative annotation, Mindmeister for organizing ideas visually, and VoiceThread for sharing responses to images in a multimodal format. Research conducted with middle school students found that these apps supported organization, collaboration, and ease of use. Students employed affordances like commenting on one another's work, adding various media types, and sharing perspectives. However, Chromebooks were found to have advantages over iPads in areas like cost and compatibility with Google apps. The document emphasizes how teacher-designed activities can help students develop identity competencies through online role-playing and adopting different perspectives.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
Using iOS Apps to Foster Literacy LearningRichard Beach
Richard Beach discusses using iOS apps to foster literacy learning. He outlines several affordances of iPads/iPhones including touch navigation, portability, social reading/writing, and multimodality. Beach then describes various apps that can be used to develop literacy across the curriculum, including apps for accessing/analyzing information, reading/writing digitally, discussing, using images/audio/video, games/simulations, and reflection. Examples are provided of students and teachers using apps like Diigo, Popplet Lite, VoiceThread, and ShowMe to support literacy activities.
Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in ...Richard Beach
This presentation describes the uses of different types of iOS apps to foster literacy learning. It includes some classroom examples of students' uses of apps.
This document discusses various representations and identities in media. It examines how media does not simply reflect reality but constructs new realities through stereotypes and essentializing of groups. The text also analyzes how discourses shape understandings of categories like gender, race, and class by limiting meanings and silencing certain voices.
The document discusses workplace identities and how people negotiate different roles and expectations at work. It touches on several topics:
1. Tensions that can arise between feeling like a "parent" versus an "advisor/critic" to colleagues, and struggling with coping with difficult relatives at work.
2. Attempting to "fix" past problems through repeating old roles, versus "letting go" to define new identities and relationships.
3. How work experiences shape the roles people assume, what was rewarding or challenging about those roles, and how satisfying it was to learn them.
4. Issues like gendered expectations of work, differences in pay and opportunities between men and women, and examples of negotiating
The document discusses several topics related to spaces and places, including: how spaces can be gendered, raced, or classed; how playground spaces can become gendered through teacher instructions; spaces in "figured worlds" like romance and socialization into those worlds; socialization into being a "college student"; expressions of identity through lawn art in small towns; pedagogies of place and design; segregated places by race and class; transitions and phases of transitions like endings, neutral zones, and new beginnings; and transitioning to retirement. It also announces an upcoming online chat about life transitions.
Presentation at the NCState New Literacies Workshop on the use of online role-play to teach argumentative writing--a key focus of the ELA Common Core Standards
The document discusses using iPad and iPhone apps to foster literacy learning, outlining various apps that can be used for activities like accessing and analyzing information, reading and writing digitally, discussing and collaborating, and playing games and simulations to support learning. It provides examples of apps for social reading and writing, concept mapping, blogging, tweeting, essay writing, discussing online, screencasting, and texting that teachers can utilize to engage students in literacy skills.
Using iPad and iPhone Apps for Learning with Literature:MCTE 2012 Presentatio...Richard Beach
This document provides a comprehensive overview of iPad and iPhone apps that can be used for learning across various subject areas. It describes apps for accessing and analyzing information, note-taking, mind mapping, writing and publishing, communication, feedback and assessment, professional development, and getting recommendations on educational apps. A wide range of app categories are covered, including dictionaries, wikis, news curation, social bookmarking, digital mapping, blogging, comics, games, and video/audio tools. Examples and screenshots are provided for many of the apps.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. Digital divide/disconnect Divide/disconnect does exist 40% of adolescents indicating that they are limited in their use of technology by teachers Only 11% of teachers are using an “educational computer games” PROJECT TOMORROW. (2008) Racial, class, and geographic boundaries also on digital sites (boyd, 2009; Hargittai & Hinnant, 2008)
3. New digital literacies Students are highly engaged in digital media productions (Carrington & Robinson, 2009; Corio, Knobel, Lankshear, Leu, 2008; Jewitt & Kress, 2007; Livingstone, 2009;) Disparities between print- versus digital-based comprehension processes (Corio, 2008; 2009)
4. New digital literacies Amount of research: Organizing editor: RTE annual bibliography: 400 journal articles Sharp increase in digital literacy research RTE editors: half of all submission About 1/3 of presentations: Sat. morning
6. Guidance: New digital literacies Do adolescents’ online literacies have implications for the research and teaching of literacy? One of our worthy opponents noted: I believe they do. Communicating through images, sounds, and digital media, when combined with print literacy, may be changing the way we read certain kinds of texts, but online and offline literacies are not polar opposites; thus, to reify distinctions between them serves mainly to limit understandings of how each informs the other.
7. Digital literacies: Remixing: Formulating guidance Remixing is basic to how young people go about creating “new” texts. Content area teachers and teacher educators who are open to considering the implications of this finding could incorporate into their regular class assignments opportunities for students to integrate subject matter texts with available online texts.
8. Guidance: use of social networking Youth use media to Extend friendships and interests Engage in peer-oriented, self-directed learning Guidance Adults should facilitate youth media engagement Adults’ important role in interest-driven learning Schools need to change to foster media-driven learning
9. Guidance: student writing 82% of teens report that their typical school writing assignment is a paragraph to one page in length. Half (49%) of all teens say they enjoy the writing they do outside of school “a great deal,” compared with just 17% who enjoy the writing they do for school with a similar intensity.
10. Guidance: Positive effects of digital media production Digital Youth Network in Chicago involving digital media production report a wider variety of technology tool use and fluency than a Silicon Valley comparison group with high home access; participation in after-school projects resulted in higher production and engagement rates than non-participating students (Barron & Gomez, 2009).
11. Guidance: Positive effects of teacher blogging Survey: 168 teachers: uses of blogs in their classrooms over a two-year period (Felix, 2008) 60% of frequent bloggers post assignments on their blogs. 89% of teachers indicate that blogging changed their instructional methods Increased peer interaction and collaborative sharing of ideas among students and between teachers and students, as well as more positive engagement with learning.
12. Guidance: MacArthur Series on Digital Media and Learning/MIT Civic Engagement: Lance Bennett Credibility: Miriam J. Metzger/Andrew Flanagin Ecology of Games: Katie Salen Innovative Uses & Unexpected Outcomes: Tara McPherson Race & Ethnicity: Anna Everett Identity: David Buckingham Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media: Ito et al.
13. lack of inclusion of adolescents in studies “Participatory cultures” research (Greenhow, Robelia, & Hughes, 2009; Jenkins, 2006) “Hanging out" with peers, "messing around" by experimenting with online media use and production, and "geeking out" through participation in (Ito, Baumer, Bittanti, Boyd, Cody, Herr, et al., 2009) Research on non-dominant adolescents (Moje, 2008; Sarroub, 2007) Need to build on “funds of knowledge” (Moll) and use of “cultural modeling” (Lee, 2007)
14. Adolescents as co-researchers: Valerie Kinloch: Harlem on our Minds African-American students construct place-based literacy narratives as co-researchers about the gentrification of Harlem.