This document discusses the development of an interactive multimedia module to enhance culturally responsive pedagogy in arts education in Malaysian secondary schools. The study aimed to develop a module incorporating elements of different ethnic cultures to increase students' cultural awareness and engagement. Teachers were involved in the module's design. Findings showed that the module helped create cultural awareness, increased knowledge of diversity, and made teachers more culturally tolerant while engaging students more in learning. However, further research is still needed in this area in Malaysia.
This document discusses the use of information and communication technologies (ICT) to improve reading skills teaching and learning. It argues that ICT can encourage creativity compared to traditional methods. Some proposed ICT approaches are flipping the classroom, augmented reality, e-tandem learning between partners, and mingles activities. Flipping involves students reviewing materials before class. Augmented reality enhances lessons with virtual elements. E-tandem and mingles promote student interaction and language practice. Overall, the document advocates for ICT integration to update education in line with technological advances.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Teaching the Uzbek Language is a Topical Issue An Interactive Learning Modelijtsrd
This article provides information on education models. The role of the use of an interactive model of education in the teaching of Uzbek language in schools where education is conducted in another language is also analyzed. The results of research conducted using an interactive learning model are presented. D. A. Khidoyatova "Teaching the Uzbek Language is a Topical Issue: An Interactive Learning Model" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47546.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/philosophy/47546/teaching-the-uzbek-language-is-a-topical-issue-an-interactive-learning-model/d-a-khidoyatova
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
Vocabulary Learning Strategies of Kurdish LanguageAI Publications
This document discusses a research study investigating vocabulary learning strategies used by Kurdish language learners at University of Duhok in Kurdistan. The study aims to examine the relationship between memory, metacognitive, social, and cognitive learning strategies and vocabulary acquisition. The researcher conducted a literature review on language learning strategies, the role of vocabulary in language learning, and classifications of vocabulary learning strategies. The findings showed a positive relationship between the four strategy types (memory, metacognitive, social, cognitive) and effective vocabulary learning.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT ClassroomsZohre DehghanNezhad
This document summarizes a study on teachers' attitudes toward critical pedagogy and its practice in English language teaching classrooms in Nepal. The study found that while teachers expressed support for critical pedagogy in theory, classroom observations revealed they did not embrace it in practice. Critical pedagogy aims to empower learners and promote social justice. Some key tenets discussed are using localized varieties of English, allowing the use of students' first language, and involving learners in decision making.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
This document discusses the use of information and communication technologies (ICT) to improve reading skills teaching and learning. It argues that ICT can encourage creativity compared to traditional methods. Some proposed ICT approaches are flipping the classroom, augmented reality, e-tandem learning between partners, and mingles activities. Flipping involves students reviewing materials before class. Augmented reality enhances lessons with virtual elements. E-tandem and mingles promote student interaction and language practice. Overall, the document advocates for ICT integration to update education in line with technological advances.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Teaching the Uzbek Language is a Topical Issue An Interactive Learning Modelijtsrd
This article provides information on education models. The role of the use of an interactive model of education in the teaching of Uzbek language in schools where education is conducted in another language is also analyzed. The results of research conducted using an interactive learning model are presented. D. A. Khidoyatova "Teaching the Uzbek Language is a Topical Issue: An Interactive Learning Model" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47546.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/philosophy/47546/teaching-the-uzbek-language-is-a-topical-issue-an-interactive-learning-model/d-a-khidoyatova
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
Vocabulary Learning Strategies of Kurdish LanguageAI Publications
This document discusses a research study investigating vocabulary learning strategies used by Kurdish language learners at University of Duhok in Kurdistan. The study aims to examine the relationship between memory, metacognitive, social, and cognitive learning strategies and vocabulary acquisition. The researcher conducted a literature review on language learning strategies, the role of vocabulary in language learning, and classifications of vocabulary learning strategies. The findings showed a positive relationship between the four strategy types (memory, metacognitive, social, cognitive) and effective vocabulary learning.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT ClassroomsZohre DehghanNezhad
This document summarizes a study on teachers' attitudes toward critical pedagogy and its practice in English language teaching classrooms in Nepal. The study found that while teachers expressed support for critical pedagogy in theory, classroom observations revealed they did not embrace it in practice. Critical pedagogy aims to empower learners and promote social justice. Some key tenets discussed are using localized varieties of English, allowing the use of students' first language, and involving learners in decision making.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
Promoting culturally responsive pedagogy module thought the elementukhtihanaz
This document outlines a proposed study to develop a culturally responsive pedagogy module focusing on multicultural calligraphy for secondary school students in Malaysia. It discusses the need to incorporate elements of Chinese and Indian calligraphy into Malaysia's visual arts curriculum, which currently only focuses on Malay traditions. The study aims to design this new module, identify appropriate instructional materials and learning strategies, and evaluate its usability. A literature review and surveys of calligraphy artists, visual art lecturers, and teachers will inform the module's development. It will be validated using the Delphi technique of expert consensus. The goal is to promote cultural diversity and responsiveness in visual arts education.
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
Impact of lecture method on students learning in islamic study at secondary l...Zaffar Ali
This document provides an overview of a research synopsis on the impact of lecture methods on student learning in Islamic studies at the secondary level in Faiz Ganj, Pakistan. The 3-sentence summary is:
The study aims to analyze the current practices of using lecture methods and school environments to strengthen student learning in secondary schools in Faiz Ganj. It will examine perceptions of teachers, head teachers, and students on the purpose and processes of school environments and the challenges of implementing lecture methods. The justification for the research is the need to improve education quality and equip students with 21st century skills through effective use of lecture methods and technological school environments.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
This document contains proposals for two studies on cultural intelligence. Study 1 will examine the level of cultural intelligence among vocational college students in Malaysia through a survey. It aims to understand students' acceptance of a multicultural learning environment. Study 2 will assess cultural intelligence among secondary school teachers through a mixed methods approach using a survey and qualitative question. Both studies will contribute insights to help improve multicultural education in Malaysia.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Effects of a learning together model on students’ attitude towards school poetryAlexander Decker
This study examined the impact of a learning together model (LTM) on students' attitudes towards poetry instruction. 199 secondary students participated in the study. Students in the experimental group were taught using LTM, which emphasizes collaboration and group work. Students in the control group received regular instruction. Both groups completed a survey measuring attitudes towards poetry before and after the 8-week poetry unit. Results showed the experimental group had significantly more positive attitudes after instruction compared to the control group. The study concluded LTM is an effective approach for improving students' attitudes towards poetry.
Exploring The Link Between Language Anxiety And Learner SelfDr. Cupid Lucid
This document summarizes two studies on language learning conducted with Open University students. The first study examined language anxiety among distance learners taking a French course with face-to-face tutorials. It found that some students experienced anxiety and used various strategies to address it. The second study looked at both online and face-to-face learners and explored the relationship between language anxiety, self-knowledge, and self-management skills. The studies aimed to better understand how affective factors like anxiety impact distance language learning and how learners can develop their self-awareness and ability to manage their own learning.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
1) The memorandum is from the principal of Bagumbong National High School informing all teachers that there will be an orientation meeting today at 9am regarding the upcoming NCAE 2014 exams.
2) It lists the teachers assigned to each section for grade 7 through grade 9 as well as the subject teachers.
3) The memorandum is signed by the principal, Mrs. Roquita S. Suyod and provides the date of November 17, 2014.
The memorandum informs department chairpersons and selected advisers of an upcoming district seminar on July 10, 2014 about the Child Protection Policy based on DepEd Order #40 s. 2012. The seminar will be held from 8am to 5pm and attendees are asked to wear their usual Thursday uniform. Attendees are directed to an attached DepEd Order for further information about the Child Protection Policy.
1) The document announces that Bagumbong National High School will celebrate United Nations Day on October 30th with a parade starting at 7:00 am followed by a closing program.
2) After the closing program, student report cards will be distributed from 11:00 am to 12:00 pm for grades 7 and 8, and from 1:00 pm to 2:00 pm for grades 9 and 4th year students.
3) Students are instructed to wear their MAPEH uniform t-shirt and maong pants for the event, or a white t-shirt if they do not have the uniform yet. They should also bring an umbrella in case of rain.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This document outlines a research proposal on quality eLearning in distance learning and implications for national eLearning policy in Pakistan. The proposal discusses: 1) A review of literature showing the importance of government leadership in establishing quality standards and policies for eLearning, 2) The purpose is to analyze accreditation concerns of universities to inform national policy debates, 3) The objectives are to assess eLearning trends, quality issues, and policy gaps in Pakistan.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
Promoting culturally responsive pedagogy module thought the elementukhtihanaz
This document outlines a proposed study to develop a culturally responsive pedagogy module focusing on multicultural calligraphy for secondary school students in Malaysia. It discusses the need to incorporate elements of Chinese and Indian calligraphy into Malaysia's visual arts curriculum, which currently only focuses on Malay traditions. The study aims to design this new module, identify appropriate instructional materials and learning strategies, and evaluate its usability. A literature review and surveys of calligraphy artists, visual art lecturers, and teachers will inform the module's development. It will be validated using the Delphi technique of expert consensus. The goal is to promote cultural diversity and responsiveness in visual arts education.
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
Impact of lecture method on students learning in islamic study at secondary l...Zaffar Ali
This document provides an overview of a research synopsis on the impact of lecture methods on student learning in Islamic studies at the secondary level in Faiz Ganj, Pakistan. The 3-sentence summary is:
The study aims to analyze the current practices of using lecture methods and school environments to strengthen student learning in secondary schools in Faiz Ganj. It will examine perceptions of teachers, head teachers, and students on the purpose and processes of school environments and the challenges of implementing lecture methods. The justification for the research is the need to improve education quality and equip students with 21st century skills through effective use of lecture methods and technological school environments.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
This document contains proposals for two studies on cultural intelligence. Study 1 will examine the level of cultural intelligence among vocational college students in Malaysia through a survey. It aims to understand students' acceptance of a multicultural learning environment. Study 2 will assess cultural intelligence among secondary school teachers through a mixed methods approach using a survey and qualitative question. Both studies will contribute insights to help improve multicultural education in Malaysia.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Effects of a learning together model on students’ attitude towards school poetryAlexander Decker
This study examined the impact of a learning together model (LTM) on students' attitudes towards poetry instruction. 199 secondary students participated in the study. Students in the experimental group were taught using LTM, which emphasizes collaboration and group work. Students in the control group received regular instruction. Both groups completed a survey measuring attitudes towards poetry before and after the 8-week poetry unit. Results showed the experimental group had significantly more positive attitudes after instruction compared to the control group. The study concluded LTM is an effective approach for improving students' attitudes towards poetry.
Exploring The Link Between Language Anxiety And Learner SelfDr. Cupid Lucid
This document summarizes two studies on language learning conducted with Open University students. The first study examined language anxiety among distance learners taking a French course with face-to-face tutorials. It found that some students experienced anxiety and used various strategies to address it. The second study looked at both online and face-to-face learners and explored the relationship between language anxiety, self-knowledge, and self-management skills. The studies aimed to better understand how affective factors like anxiety impact distance language learning and how learners can develop their self-awareness and ability to manage their own learning.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
1) The memorandum is from the principal of Bagumbong National High School informing all teachers that there will be an orientation meeting today at 9am regarding the upcoming NCAE 2014 exams.
2) It lists the teachers assigned to each section for grade 7 through grade 9 as well as the subject teachers.
3) The memorandum is signed by the principal, Mrs. Roquita S. Suyod and provides the date of November 17, 2014.
The memorandum informs department chairpersons and selected advisers of an upcoming district seminar on July 10, 2014 about the Child Protection Policy based on DepEd Order #40 s. 2012. The seminar will be held from 8am to 5pm and attendees are asked to wear their usual Thursday uniform. Attendees are directed to an attached DepEd Order for further information about the Child Protection Policy.
1) The document announces that Bagumbong National High School will celebrate United Nations Day on October 30th with a parade starting at 7:00 am followed by a closing program.
2) After the closing program, student report cards will be distributed from 11:00 am to 12:00 pm for grades 7 and 8, and from 1:00 pm to 2:00 pm for grades 9 and 4th year students.
3) Students are instructed to wear their MAPEH uniform t-shirt and maong pants for the event, or a white t-shirt if they do not have the uniform yet. They should also bring an umbrella in case of rain.
The principal of Bagumbong National High School informs all teachers that the first preliminary test will take place on July 3rd and 4th. On the first day, students will take four subjects, with Grade 7 and 8 students testing from 6:20-11:00 AM and Grade 9 and 4th Year students testing from 11:30 AM to 4:00 PM. On the second day, the schedule is reversed, with the remaining four subjects being administered. Teachers are asked to be aware of their scheduled test times.
Promoting culturally responsive pedagogy module thought the element 1ukhtihanaz
This document outlines a research study on developing a culturally responsive pedagogy module focusing on multicultural calligraphy for secondary school students in Malaysia. It discusses the country's diverse ethnic groups and need to respect all cultures. The study aims to design a module using interactive multimedia that teaches Chinese and Indian calligraphy traditions within the visual art curriculum. It reviews literature on calligraphy history and education and the importance of cultural responsiveness. The research methodology section describes distributing surveys to calligraphy artists, art lecturers, and teachers to help develop the module's instructional materials and learning strategies.
1) The document is a school memorandum from the principal of Bagumbong National High School informing teachers about the schedule for the 3rd Preliminary Test for grades 7-9 and 4th year students.
2) The test will be held on December 11-12, with students taking 4 subjects on the first day and the remaining 4 on the second day.
3) A detailed schedule is provided listing the times for each subject test on both days, including breaks and homeroom periods. Subject teachers will administer the tests.
1) The memorandum is from the Principal II of Bagumbong National High School regarding the Christmas party for 2014.
2) It is addressed to all teachers of the school and provides the date of the party as November 19, 2014.
3) The memorandum lists the names and sections of teachers who will be involved in organizing the Christmas party.
This school memorandum from Bagumbong National High School Principal Roquita S. Suyod informs the Continuous Improvement (CI) Team and department chairpersons that there will be a meeting on September 2, 2014 at 10am to finalize improvement plans. The memorandum lists the names and positions of the CI Team members who will attend.
This school memorandum from Bagumbong National High School informs teachers that the Division Training for School Paper Advisers in English and Filipino will take place from August 14-16 at Rosario Ocampo Elementary School in Taytay, Rizal. Mrs. Willyn A. Bellido and Ms. Vanessa G. Lintero from Bagumbong National High School will attend the training. More information can be found in the attached memo.
The memorandum informs teachers of the schedule for the Second Preliminary Test taking place on September 9th and 10th. On the first day, Grade 7 and 8 students will take their first 4 subjects from 6:20-10:40 AM while Grade 9 and 4th Year students will take their first 4 subjects from 11:00 AM - 3:20 PM. On the second day, the schedule is reversed with the younger students taking the last 4 subjects in the morning and older students in the afternoon. Subject teachers are responsible for administering the tests.
1) The memorandum is from Mrs. Roquita S. Suyod, the Principal II of Bagumbong National High School, informing all teachers that there will be a Christmas party meeting on November 12, 2014 at 10am.
2) The memorandum is addressed to all teachers of the school and lists the names and sections of teachers from Grades 7 to 9 and Fourth Year.
3) Subject teachers are also listed at the bottom of the memorandum.
THE STATE OF TECHNOLOGY AND THE ARTS - INTERACTIVE MULTIMEDIA IN ENHANCING CU...ukhtihanaz
This document discusses research on developing an interactive multimedia module to enhance culturally responsive pedagogy in arts education in Malaysian secondary schools. The research aims to create teaching materials that incorporate different cultural elements to make learning more relevant for multicultural students. Sixty students and two teachers participated in testing interactive PowerPoint modules on traditional crafts. Findings showed the modules increased cultural awareness and engagement, and teachers became more culturally tolerant. The research addresses a lack of prior work on culturally responsive pedagogy in arts education, particularly in Malaysia.
1) The memorandum informs teachers of the schedule for the first periodical tests on August 7 and 8.
2) On the first day, students will take 4 subjects and on the second day they will take the remaining 4 subjects.
3) A detailed schedule is provided listing the subjects and times for each grade level on both days of testing.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
1) The document announces the schedule for the second periodical tests at Bagumbong National High School for October 16-17.
2) It provides the testing schedule by grade level, subject, and time for each class on both days of testing.
3) The principal asks teachers to be aware of their scheduled time to administer tests to students.
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
Effect of concept mapping instructional strategy on junior secondary school s...Alexander Decker
This document discusses a study that evaluated the effect of using concept mapping as an instructional strategy to teach junior secondary school students about multiculturalism. A group of 50 students were taught using concept mapping and given a pre-test and post-test on their knowledge of multiculturalism. The results showed a significant difference between students' pre-test and post-test scores, indicating that concept mapping was an effective instructional strategy. The document provides background on the increasing diversity in classrooms, importance of multicultural education, and discusses concept mapping as a learner-centered approach that can help students make meaningful connections between concepts.
The 8th plymouth enhanced learning conference v2Daniel Chun
The document discusses how mobile learning can help increase intercultural understanding in transnational education programs. It notes that as globalization has increased western universities offering offshore programs, intercultural issues need to be considered. Mobile learning could help educational institutions be more interculturally competent by increasing opportunities for intercultural contact. However, more research is still needed on the intercultural and sociocultural implications of mobile learning, as existing studies have focused more on effectiveness and system design with little analysis of cultural factors. The document recommends future research to help address this knowledge gap.
Educ 253 Instructional Materials in Context.pptxREVINAIMPOC
The document discusses self-learning modules (SLMs) which are designed for self-paced learning. SLMs provide a systematic set of instructions to allow learners to master a body of knowledge or complex process. During the COVID-19 pandemic, SLMs were the most commonly used method of distance learning implemented by Philippine public schools. SLMs can be accessed both online and offline, and were delivered in printed format to remote areas without internet access. Television/radio-based instructions are also a type of SLM that can be used for students without internet or devices. Effective localization of SLMs requires collaboration between content creators and local educators to make materials culturally relevant and accessible.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
Intercultural Understanding in the New Mobile Learning EnvironmentCITE
CHUN, Daniel J Y (CSALT - Faculty of Social Science, Lancaster University)
http://citers2013.cite.hku.hk/en/paper_611.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and well-being. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and identify ways to improve art learning. It puts forth a hypothesis that student achievement will be significantly different after using interactive software and defines key terms like cognitive and interactive.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and skills such as communication. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and ways to improve art learning. It puts forth a hypothesis that interactive software will result in a significant difference in student achievement. Key terms related to cognition and interactivity are also operationally defined.
Project based science-learning_and_pre-service_teachersGraceLangcoy
This study examined the effectiveness of project-based science learning on pre-service teachers' science literacy skills and creative thinking abilities in wave and optical materials. 115 pre-service teachers participated in the study. Students were divided into two groups - an experimental group that used project-based learning and a control group that used conventional learning.
The results showed that project-based learning was more effective at improving students' science literacy skills and creative thinking abilities compared to conventional learning. Students' science literacy skills such as analyzing and interpreting data improved to a moderate degree with project-based learning, while conventional learning led to low improvements. Students were also more likely to search scientific journals and proceedings for references after project-based learning. However, some
Teaching the Uzbek Language is a Topical Issue On the Example of an Interacti...ijtsrd
This article provides information on education models. The role of the use of an interactive model of education in the teaching of Uzbek language in schools where education is conducted in another language is also analyzed. The results of research conducted using an interactive learning model are presented. D. A. Khidoyatova "Teaching the Uzbek Language is a Topical Issue: On the Example of an Interactive Model of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47644.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/other/47644/teaching-the-uzbek-language-is-a-topical-issue-on-the-example-of-an-interactive-model-of-education/d-a-khidoyatova
This study focused on developing information literacy skills and global competencies among teacher candidates through project-based learning modules. Participants studied myths about higher education by researching the topic and creating posters presenting their findings. They gained a renewed understanding of and commitment to their education program. The study showed that project-based activities using new technologies can help develop critical thinking and global perspectives when integrated into teacher education courses.
The effect of some variables on the external reading problemsAlexander Decker
This study aimed to examine the external reading problems facing students in secondary and upper basic stages in Arabic schools in southern Al-Mazar District, Jordan. The researcher surveyed 100 students using a 23-item questionnaire. The study found significant differences in external reading problems based on gender, family size, and income level. It recommends guiding students to make better use of external readings like books and technology to supplement their education and develop skills like research, analysis and evaluation. External readings are important for enriching the curriculum and preparing students for an era of rapid knowledge growth.
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
The Multicultural Classroom and E-Portfolios jha174
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
This document discusses a study on the uses of pedagogical content knowledge (PCK) by social science teachers in classroom instruction at the elementary level in India. The study examined 30 social science teachers, 15 with a D.EL.Ed qualification and 15 with a B.Ed qualification. Data was collected through classroom observations using a schedule to assess teachers' use of general pedagogy, content knowledge, knowledge of student context and learners. The study found that while most teachers frequently used teaching strategies suited to student mental development, few used play-based techniques or analyzed student mistakes. It was also found that qualification level impacted some uses of PCK, with B.Ed teachers using some strategies more frequently. The study concluded
Teaching visual art in a multicultural setting attitudes, values and res pres...ukhtihanaz
This document summarizes a research study on the attitudes, values, and perspectives of art education students at the Université du Québec à Montréal regarding teaching art in a multicultural setting. The study interviewed 30 art education students to understand their views on culture, diversity, and teaching art in multicultural classrooms. Quebec has become more ethnically diverse in recent decades, and teacher training programs are tasked with preparing future educators for this reality. However, the document notes art education has traditionally focused more on individual expression than cultural influences. The study aims to provide insights into how well teacher training is achieving this goal of readying students for multicultural classrooms.
EXPANDING MULTICULTURAL DISCOURSE: ART MUSEUM AND CULTURAL DIVERSITYukhtihanaz
This document provides an overview and approval of Jennifer Lynne Goodwin Willson's Master's Project presented to the University of Oregon in partial fulfillment of the requirements for a Master of Arts in Arts Administration degree. The project is titled "Expanding Multicultural Discourse: Art Museums and Cultural Diversity." It acknowledges the staff and advisors who provided support and guidance during the project. It also includes a table of contents outlining the chapters and content covered in the project.
Expanding Multicultural Discourse: Art Museums and Cultural Diversityukhtihanaz
This document provides a summary of Jennifer Lynne Goodwin Willson's 2005 master's project exploring how multicultural education theory can inform cultural diversity policies and practices in art museums. The project examines the changing demographics in the US that require art museums to better address diversity and meet the needs of all cultural groups. It notes that while museums recognize the need to embrace multiculturalism, there is still a lack of understanding and implementation of effective multicultural models. The project aims to demonstrate how applying multicultural education theory can help museums become more inclusive institutions.
Teaching visual art in a multicultural setting attitudes, values and represen...ukhtihanaz
This document summarizes a study examining how prepared art education students at the Université du Québec à Montréal are to teach in multicultural settings. Quebec has become more ethnically diverse in recent decades, but art education training has not fully addressed this. The study surveyed 30 art education bachelor's students to understand their attitudes, values, and representations related to teaching in multicultural classrooms. It aims to determine if the university is adequately preparing future teachers for Quebec's changing demographics and the intercultural skills needed.
MULTICULTURALISM ART EDUCATION: A MALAYSIAN PERSPEKTIVEukhtihanaz
The document discusses multiculturalism in art education from a Malaysian perspective. It argues that art is a powerful way to shape attitudes and behaviors, and that art education can build understanding between students from different cultural backgrounds. The author examines how Malaysian art education aims to promote cultural awareness and develop a united, culturally diverse society through its curriculum.
17. preliminary study on haptic approach in learning jawi handwriting skillsukhtihanaz
This document presents the findings of a preliminary study on using a haptic (touch-based) approach to teach Jawi handwriting skills to primary school students in Malaysia. The study explored current teaching methods, common student mistakes, and issues with the visual-only approach. The results suggest that the current approach relies too heavily on teachers and does not allow for self-paced learning. A haptic approach that incorporates touch feedback could help students learn letter formations and sequences more independently and efficiently. The findings provide input for designing an interactive haptic-visual application to improve Jawi handwriting instruction.
2. 2 Siti Zuraida Maaruf and Saedah Siraj/ Procedia - Social and Behavioral Sciences 00 (2014) 000–000
approach of a culturally responsive pedagogy are many, they are more oriented toward theoretical analyses
and researches in the field of language literacy and special education.
Research into a culturally responsive pedagogical approach in arts education is still lacking and is in
need of more in depth studies. Consequently, the lack of research references in the approach of a culturally
responsive pedagogy in arts education at the global level as well as the lack of research at the local level has
paved the way for the need to conduct a more comprehensive study in the field. Hence, these researchers feel
that it is most appropriate for a study on the development of a culturally responsive Visual Art Education
module at the secondary level be conducted in order to aid teachers to integrate and to implement a
multicultural education in the teaching and learning practices at schools with the aim of enhancing students’
knowledge and awareness regarding the elements of art and culture inherited by each race that makes up the
multiracial society in Malaysia. It is also hoped that with the existence of this culturally responsive
pedagogical module for the Education of Visual Art at secondary level, there will be an improvement in
students’ interest and academic achievements and that they will become more responsive towards their own
culture and those of others.
1.1 The Development of Interactive Multimedia Teaching Material
According to Norasiah Abdullah, Nor Risah Mat Zain and Rosnah Ahmad Zain (2009), education
technology fulfils the role as a teaching aid material which constitutes an important component to teachers.
Classroom activities require interesting and creative teaching materials in order to inspire students to learn. In
developing the teaching aid materials for this culturally responsive pedagogical module for traditional craft in
Visual Art Education for secondary schools, these researchers have chosen to develop an interactive
multimedia teaching material in the form of a Microsoft Power Point’ slide presentation so as to make the
process of teaching to be more effective.
These researchers used the ’Microsoft Power Point 2010’ software as the main authoring tool for the
interactive multimedia teaching material. This software was chosen due to its advantage as being universal
software that is easily accessible to all computer users. This software also has the capability to operate at
multiple levels of usage consisting of multimedia authoring software, graphics software and animations as
well as object-oriented programming that are uncomplicated and effective.
The choice of Microsoft Power Point 2010 software as the main authoring tool was also based on
the suggestion of Koehler and Mishra (2005) in their research that encourages us to make use of existing
technology or to ‘re-purpose the technology’. Bearing in mind this suggestion of Koehler and Mishra (2005),
these researchers feel the usage of Microsoft Power Point 2010 software to develop the interactive multimedia
teaching material for a culturally responsive pedagogical module for traditional craft in Visual Art Education
for secondary schools will enable teachers to be directly involved as co-designers in the improvement process
whereby teachers may gain access to the interactive multimedia teaching material that has been developed and
to allow them to add new information from time to time. This suggestion corresponds with the proposals
presented by Brown and Duguid (2000) and Fischer and Giaccardi (2006).
2.0 Background of the Research
Multicultural education has long been an issue at the global level. Researches and critical writings in
the field of multicultural education were first mooted after the break of the Second World War Banks (2010)
elucidated that the outbreak of the Civil Rights Movement was responsible for the introduction of the
Multicultural Education in the United States in the 1960s. Among the better known researchers who are still
actively pursuing the study and critical writing of multicultural education until today are Banks (1989), Nieto
(1992), Banks and Banks (1993), and Grant and Sleeter (1993). To date, the research of multicultural
education that broaches into the field of specific curriculum such as language and arts education is gaining
momentum throughout the world that it produces new researchers such as Jacobs (2002), Hatton (2003),
Glazier and Seo (2005), Anita Malhotra (2006), Bastos (2006), Gina Martin (2006), Graham (2009) and a
host of others.
3. Author name / Procedia - Social and Behavioral Sciences 00 (2014) 000–000 3
In Malaysia, the study of multicultural education is also receiving more attention from academicians.
However, a majority of the researches conducted are set towards theoretical analyses and general perspective
either at the school level or at the level of institution of higher learning. These local researches include those
conducted by Najeemah (2005:2008), Raihanah (2009a:2009b), Malakolunthu, Saedah and Rengasamy
(2010), Malakolunthu (2011) as well as Abdul Razaq, Norhasni, Zalizan and Anisa (2011). In his research,
Samsudin (2010) used comics as a teaching aid material in Malay language subject which saw the integration
of a multicultural education element. Likewise with the research performed by Ahmad Ali, Zahara and Abdul
Razaq (2010) pertaining to the effectiveness of a multicultural approach in the national integration of history
subject. Badrul Isa (2006) had included to consider the issue of multicultural education within the the
context of Visual Art education in Malaysia but once again, the consideration that he put forth was limited to
theoretical analysis and general perspective only. These researchers feel that the time is ripe to venture into
the need to focus and establish a research in the application of theory in P&P practices in schools.
As such, the research in the development of a Culturally Responsive Pedagogical Module for Visual
Art Education for secondary school is not only important but meets current requirements. This pedagogical
module will provide the opportunity for a diversity of cultures to be exposed to students by improving and
purifying the Visual Art Education curriculum. Through this culturally responsive teaching, teachers are able
to teach Visual Art Education while incorporating elements of culture or art from the Indian or Chinese
communities in a Malay handicraft lesson, for example. This way, students indirectly learn art in a
comprehensive manner as it encompasses every race from the context of history, medium or motive employed
by certain races. This classroom process may be able to inculcate sensitivity and tolerance among students of
different backgrounds and cultures.
3.0 Research Problem
UNESCO (2010) advocates a school curriculum that is based on the principle of equality and to
ensure that student’s combat discrimination and stereotyping involved in the development of multicultural
education in a learning environment. Current researches in the field of multicultural education show that
multicultural curriculum strategy that emphasizes a holistic approach encourages students to achieve better
(Bank & Bank,2004; Pang, 2003). The research conducted by Najeemah (2005) showed that the practice of
multicultural education among teachers in Malaysia is below the desirable level. The teachers involved in the
research adduced four reasons for their lack in practising multicultural education in schools. Firstly, teachers
do not know or do not understand as to what constitutes a multicultural education. Secondly, teachers lack
the knowledge in applying the pedagogical approach relating to an effective multicultural education. Thirdly,
teachers do not receive any encouragement to learn about a pedagogical approach that leads to multicultural
education. Fourthly, teachers lack the awareness of their full responsibility as educators to prompt them to
utilize a pedagogical approach relating to an effective multicultural education. The research carried out by
Abdul Razaq, Norhasni, Zalizan and Anisa (2011) also suggested that the Ministry of Education Malaysia
(PKM) seeks a mechanism to improve on the degree of acceptance toward the issue of diversity in schools
among teachers in order to ensure that the quality of education is one that is free from any form of prejudice
toward any race in Malaysia. Malakolunthu (2011) is of the opinion that to successfully implement and
achieve the aim of an effective multicultural education, emphasis should be placed on several critical actions
which include the aspect of developing the professional teacher, the development of the curriculum
framework, the pedagogy strategy, teaching materials and textbooks as well as the evaluation process.
It is evident here that we need to introduce a multicultural responsive pedagogical approach system
that provides more room to the element of knowledge and awareness of the diversity of culture to assist
teachers in the matter. In addition, this module will create the opportunity for the sharing of knowledge to
students for them to become more sensitive to the practice of culture of the society around them. This is in
tandem with what was proposed by Mitchell (2009) who suggested that specific exercises will help teachers
to generate understanding regarding the diversity of culture in the minds of students. Subsequently, students
need to be exposed not only to the recognition of various cultures, but also to look for similarities that exist in
4. 4 Siti Zuraida Maaruf and Saedah Siraj/ Procedia - Social and Behavioral Sciences 00 (2014) 000–000
their respective diverse cultures. This will prevent them from being culture-illiterate or turning into an ethno-
centric group. One of the aspects that need to be given attention to is the art that the multiracial society in
Malaysia possesses and which is shaped through the practice of their culture. Gina Martin (2006) stressed that
art plays a major role in a multicultural education as it inherently exists in the context of any culture. Hence, it
is imperative for the young generation to have an awareness of the cultures of Malaysian society with a high
degree of aesthetic value, as well as to possess imaginative, critical, innovative and creative minds. Art can be
one of the ways or tools to build and strengthen a harmonious and integrated society that is culturally
responsive.
There are constraints from the aspect of reference materials such as books and articles that touch on
the culture of Malaysian society particularly on other than the Malay society like the Chinese, Indian and
Indigenous groups as well as the various tribes from Sabah and Sarawak with regard to their culture and
heritage arts have resulted in the lack of knowledge and awareness of their customs. This makes learning and
understanding the essence of these groups’ customs and community arts difficult for every strata of society. It
is possible that these materials are written in that particular society’s languages like the Chinese or Indian
language and that these materials are not published for public reference. It is of utmost importance for all of
us to own these reference materials on the subject matter of customs and community arts for the sake of
teaching and learning especially for the young generation in order to empower them with knowledge about
their own community and others so that they will not be counted as a generation that is ignorant of their own
culture as stated by Moncrief (2007) whereby this condition may give rise to certain segment of society to be
‘blind’ to the effects of culture when there exists a dominant culture in a society as what happened to the
dominant Euro-Americans.
4.0 Research Objective
The aim of this research is to explore the experiences of teachers during the conduct of a culturally
responsive pedagogical module for Visual Art Education for secondary schools and to apply the multimedia
interactive teaching aid material that has been developed.
5.0 Methodology
This research applies the Design and Development of Research approach (Richey & Klein, 2007)
that focuses on the processes of developing a Culturally Responsive Pedagogical Module through the subject
of Visual Art Education at secondary schools. In line with the research aim, this research has three phases that
contain specific procedures following the sequences outlined in the ADDIE Model. Phase 1: (Analysis),
Phase 2 (Design and Development Process) and phase 3 (Implementation and Evaluation Process). Every
procedure differs according to its specific phase in the development of the module. For the purpose of this
presentation, these researches will discuss the research findings for Phase 3: (Implementation and Evaluation).
5.1 Interview
To identify the benefits and effectiveness as well as the weaknesses of the module, in addition to
understanding the experience of the teachers conducting the teaching and learning process by using the
Culturally Responsive Pedagogical Module for Traditional Craft in Visual Art Education for secondary
schools and the interactive multimedia teaching material that has been developed for improvement purposes,
these researchers have elected to use interview as the approach for the research. For the purpose of
accumulating data, researchers will carry out an in-depth interview on teachers who use the pedagogical
module that thus has been developed. The rationale behind the choice of interview as the approach for the
research by taking into account several aspects and characteristics of qualitative research as stated by
McMillan (2008) and Creswell (2009).
5.2 Research Participants
5. Author name / Procedia - Social and Behavioral Sciences 00 (2014) 000–000 5
Research participants for Phase 3: Implementation and Evaluation will be selected using the
Purposive Sampling approach in view of the fact that the research participants are teachers and students who
are undergoing the process of teaching and learning applying the culturally responsive pedagogical module
for Visual Art Education in secondary schools and the interactive multimedia teaching material. In this
research, the participants chosen were two experienced teachers of Visual Art Education subject in a national
secondary school. The selection of research participants were also motivated by several factors which include:
i. Background of the subject taught
ii. Teachers’ experience in teaching PSV subject
iii. Teachers’ experience in using a culturally responsive pedagogical module for Visual Art Education
in Secondary schools.
5.3 Data Analysis
For Phase 3: Implementation and Evaluation, narrative analysis was be used for data obtained from
interview sessions conducted on two teachers who taught using the module and the interactive multimedia
teaching material.
6.0 Findings
Views and experience of teachers toward the culturally responsive pedagogical module for traditional
craft in Visual Art Education for secondary schools and the presentation of the interactive multimedia
teaching material.
The research findings discussed in this section was based on the analysis of the interview
transcription conducted on both the Visual Art Education teachers chosen through the purposive sampling
approach whereby these Visual Art Education teachers were involved in the teaching of the culturally
responsive pedagogical module for traditional craft in Visual Art Education for secondary schools developed
by researchers. For a more in-depth discussion regarding the teachers’ perception on the culturally responsive
pedagogical module for traditional craft in Visual Art Education for secondary schools that has been
developed, researchers will make the analysis based on the following themes:
• New experience and knowledge
• High potential for module to be integrated in the current curriculum
• New pedagogical approach that is responsive to the current multicultural education Visual Art
Education
a. New experience and knowledge
Overall, both teachers gave highly positive responses regarding their experience in handling a
culturally responsive pedagogical module for traditional craft in Visual Art Education for secondary schools
and the presentation of the interactive multimedia teaching material. This is evident from what was stated by
one of the teachers:
Cikgu Adi stated that:
As for me puan …so enjoyable lah …..my experience aaa….. teaching the module is a new
experience because the subject aaaa…….I have never taught this subject before except tekat. Aaaa I
mean those Chinese and Indian craft activities that I myself had not learned before this ….. If like
ah…… observe what is Indian embroidery …..aaaa…… and that lantern, never before whether at
school during practicum a long time ago or in the art and art design programs at the Education
Faculty before .... as for me …..aaaaa…….. (L31-37:Respondent 1:22 Oct 2012)
6. 6 Siti Zuraida Maaruf and Saedah Siraj/ Procedia - Social and Behavioral Sciences 00 (2014) 000–000
He added:
even as a teacher I myself was excited…..when teaching this module I myself had fun learning how
to make a lantern with Indian embroidery .... further ... I learned many new facts like its history ....to
me, when there is a module like this teachers will automatically become more responsive and aware
of the cultures among students ……(L171-175:Respondent 1:22 Oct 2012)
Further, Cikgu Raiha said:
even for me myself ...... more homework on Chinese and Indian cultures before teaching this module
... afraid that students will not understand ... so I myself must be fully familiar with the craft to be
taught ..... then I realized ..... actually there are much that we do not know about the customs of other
people or races ... so, as teachers ... we should learn more about crafts ... other races’ culture ...
because we are ignorant of all these ....I think we can become closer with our students ..... that
sounds fun ..... when we can share with our students ... I noticed when I talked about the crafts of
other races .... students become more comfortable to interact with me .... as if they are not shy or
intimidated by us ... it gives them the impression that we are more sensitive and concerned about
their culture .. not just the culture of the Malays only ….(L176-187:Respondentt 2:22 Oct 2012)
b. High potential of module to be integrated into the current curriculum
Both teachers asserted that this culturally responsive pedagogical module for traditonal craft in
Visual Art Education for secondary schools that has been developed is extremely suitable to be integrated into
the Visual Art Education curriculum since the existing curriculum only emphasizes on the crafts of the
Malays only. Below are the statements from both teachers:
Cikgu Adi stated that:
it is a good approach because it exposes urm what do you call it ... the diversity of culture of the
Malaysian Malay, Chinese and Indian and also the Bumiputra to be learned together in the context of
the given module lah ... aaaa….further ….. actually students also don’t know about the crafts of
other races….lah (L37-42:Respondentt 1:22 Oct 2012)
Further, Cikgu Raiha stated:
my opinion ah…… like this ah……..this Culturally Responsive Craft module is actually very
suitable for schools because we know even in schools there are a diversity of Malay Chinese Indian
cultures so..aaaaa……. mostly if we look at the art education syllabus um……. much is emphasized
on the Malay traditional craft all like us um…… like this module there is tekat um……. and then
handicrafts ah…… Chines Indian so from there we ah….. indirectly learn ah….. very ah…….
interesting ah…….. the activities are very interesting lah. I think puan ... it is time ... our psv
.aaa…..has ….new things like this module …..then only students become more interested to learn
(L44-53:Respondent 2:22 Oct 2012)
She added:
This module is very suitable for PSV curriculum ….. in my opinion we and Malaysia have diverse
cultures ... they will learn the cultural crafts of every ethnicity la …...(L390-392:Respondent 2:22
Oct 2012)
c. New pedagogical approach that is responsive to multicultural education
Both teachers opined that this culturally responsive pedagogical module for traditional craft in Visual
Art Education for secondary schools that has been developed is a novel teaching approach that can assist
7. Author name / Procedia - Social and Behavioral Sciences 00 (2014) 000–000 7
teachers in the integration of the elements of multicultural education over the existing curriculum in tandem
with the aspiration of 1Malaysia. According to them:
Cikgu Raiha stated:
this module is timely .... aren’t we now embracing the concept of 1Malaysia….. by right all these
students have already learned or we must expose about the traditional craft of all races ….. (L145-
148:Respondent 2:22 Oct 2012)
Cikgu Adi explained:
As a teacher I myself was excited..... when teaching this module I myself had fun learning how to
make a lantern using Indian embroidery ... furthermore .... I learn many new facts, for example its
history.... to me when there is a module like this teachers will automatically be more responsive and
sensitive to the cultures that exist among the students ….(L171-175:Respondent 1:22 Oct 2012)
Cikgu Adi added:
The learning outcome from this module is effective on the students because.... now there is the
1Malaysia concept it’s like we are strengthening that concept of 1Malaysia lah. Meaning the
education transformation happens indirectly ….., based on culture….. I totally agree if this module
can be integrated into the existing PSV curriculum today .... Really ….this culturally responsive
modue is ......one……product-based teaching and learning process that is considered ... this is really
a culture ….(L354-360:Respondent 1:22 Oct 2012)
The strengths and advantages of a culturally responsive pedagogical module for traditional craft in
Visual Art Education for secondary schools and the presentation of the interactive multimedia teaching
material.
To discuss the research findings in this section obtained from the analysis of the interview transcriptions
conducted on both the Visual Art Education teachers who were involved as the teaching staff in the culturally
responsive pedagogical module for traditional craft in Visual Art Education for secondary schools that the
researchers developed, the researchers will make a thorough analysis based on three themes which are;
improves two-way communication, effective tools and teaching aid materials enhance IT skills, module has
high potential to be integrated into current curriculum.
a. Improves two-way communication.
Both the Visual Art Education teachers who conducted the teaching and learning process based on
the module developed by the researchers agreed that a culturally responsive pedagogical module of traditional
craft in Visual Art Education for secondary schools have the features for an effective communication and
two-way interaction.
Explained Cikgu Raiha:
…..interactions do exist ... and to me indirectly when teachers are supplied with a module complete
with an interactive multimedia teaching aid material like this …..(L124-126:Respondent 2:22 Oct
2012)
Cikgu Adi added:
In terms of two-way communication and interactions between teachers and students, it is obvious
that they exist …..because the students gave such positive responses during P&P….many asked all
kinds of questions ... when I gave the students chance to give more comments ... they would
8. 8 Siti Zuraida Maaruf and Saedah Siraj/ Procedia - Social and Behavioral Sciences 00 (2014) 000–000
comment .... some commented about motives, …aaaa….colour … all kinds lah …..(L130-
133:Respondent 1:22 Oct 2012)
b. Effective tools and teaching aid material enhance IT skills
Based on the analysis of the interview with both Visual Art Education teachers who used the module
developed by the researchers, on a very positive note they stated that the tools and teaching aid material
provided together with the module are highly effective and their IT skills improved after using the culturally
responsive pedagogical module for traditonal craft in Visual Art Education for secondary schools.
Cikgu Adi stressed that:
one thing that I think is good when using this module …ar….Because the approach is by way of
multimedia and it is student-centered and teacher-centered means students can give their attention
from the attraction of its audio, music, video and visual and as the likes. So students could get
attracted ……could get attracted by what was presented by the multimedia. From another angle,
maybe ..... maybe ah ... to the teacher handling the module will find it easy to use the multimedia.
Just click it ……. information comes out…..I really like a multimedia presentation that only used
power point because it is easy to use as I think everybody already has the basic …..to me, it is easy
to add any new information ….no need for teachers to take the trouble to learn a new software …not
like there is a courseware that is not user friendly …like using a director ....aaaaa.... or
flash….because not all computers have those and …sometimes it is too heavy….cannot even support
it …. in the end, teachers are reluctant to use it …....(L100-113:Respondent 1:22 Oct 2012)
Cikgu Raiha stated:
that is true …. when there are tools and teaching aid material as complete as this module then I think
it is no longer difficult to teach ….Because we know nowadays technology ah…..is widely used in
schools but not all schools ……. so from the aspect of multimedia technology it attracts students to
learn because if we are used to anything, chalk and board so it is rather effective for students to learn
from whiteboards. So multimedia is even more attractive to students …..(L114-119:Respondent 2:22
Oct 2012)
She added:
Teachers can also enhance their ICT skills ….because of the interactive multimedia teaching aid
material…. this can be improved by teachers …in case they have new materials ….…..(L127-
129:Respondent 2:22 Oct 2012)
Cikgu Adi also commented on the tools and teaching aid material found in the module:
The use of all those teaching materials was very helpful lah ….haaa…..(laugh)…. plenty of object-
based learning material there …… to make P&P more interesting and effective …aaaa… because
students can touch can see …aaaaa…….. can feel. (L330-333:Respondent 1:22 Oct 2012)
He added:
Actually ABM – teaching aid tool like …this OBL…… only one but it can be used in many classes.
Meaning it’s not burdensome and they can make a collection for teaching. (L331-338:Respondent
1:22 Oct 2012)
Cikgu Raiha’s reaction :
Furthermore……. that powerpoint is already in the module set ….. teachers only need to add
information if necessary……the OBL …. by right the school needs allocation ….. as teaching
material and tool …..let it be a collection in the art room….all art teachers can share them ……like
what Adi said….(L334-338:Respondent 2:22 Oct 2012)
9. Author name / Procedia - Social and Behavioral Sciences 00 (2014) 000–000 9
Cikgu Adi added more:
So, when there is a module like this it facilitates teachers to …..what’s that, teaching material lah
…..so …..we need to guide properly lah….because all information is already in the module we only
need to deliver the lesson ….(L369-371:Respondent 1:22 Oct 2012)
7.0 Conclusion
Results in this study prove that teaching tools and materials used in the Culturally Responsive
Traditional Crafts Pedagogical Module for Visual Art Education at the secondary school level is very
effective and succeeds in increasing the teachers’ IT knowledge and skills. Additionally, the findings
corroborate with the findings by Kampouropoulou, Fokiali, Athanasjadis and Stefos (2011) that multimedia
technology is very supportive in the production of an art piece among school students. Moreover, the results
give light that the Culturally Responsive Traditional Crafts Pedagogical Module for Visual Art Education
improves teachers’ level of dedication and responsiveness. Subsequently, the module used in this study is
timely and corresponds to the claims highlighted by teachers in Najeemah (2005) and Malakolunthu et. al.
(2010) on matters such as teachers must be equipped with relevant sources, trainings, and exposures to
culturally responsive teaching.
The Malaysia Ministry of Education is able to provide teachers with the knowledge, preparation and
exposures needed for art teachers in the form of training in service (LADAP) to empower teachers who are
culturally responsive. Therefore, findings from this research also prove that in developing the application of
interactive multimedia the Department of Education Technology needs to raise the awareness for teachers to
utilize ‘repurposing the technology’ technique as suggested by Koehler and Mishra (2005) based on
knowledge, skills and aptitude of the teachers without overloading them with the current teaching loads.
The results also prove that the Culturally Responsive Traditional Crafts Pedagogical Module for
Visual Art Education improves teachers IT skills and accelerates teaching and learning. It is also encouraged
that teachers to be given encouragement and be permitted to be co-designers in developing and reconstructing
the module and designing teaching materials. Teachers may contribute in designing the presentation of
interactive multimedia in which they will have access to information and upgrade the materials which they
co-designed aligned
With the findings and suggestions listed above, it proves that teachers are more dedicated in
performing their duties and are more culturally responsive through co-designing. Subsequently, they improve
in developing their Technological Pedagogical Content Knowledge (TPCK) as proposed by Koehler and
Mishra (2005). Based on the study, experiences through workshops and courses are not effective in instilling
and developing in depth understanding to assist teachers to use new technology in performing their jobs.
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