This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
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This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
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How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
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Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Nous avons rédigé un mode d'emploi complet sur Tilkee v2. Vous y retrouverez les trucs et astuces pour optimiser votre suivi commercial et augmenter votre taux de transformation.
Doelgroepen in beeld Jeugd- & OpvoedhulpCardeajeugd
Welke doelgroepen zijn te herkennen in de jeugdzorg. In samenwerking met het Nederlands JeugdInstituut is onderzoek gedaan naar de doelgroepen binnen Cardea. Hierbij is gekeken naar zowel de aard en de ernst van de problemen als de relevante achtergrondkenmerken. Zie ook http://tinyurl.com/o4ma3cy
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Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
Impact of technology on teaching and learningSteven Poast
The benefits of technology in the traditional and online classrooms are reviewed. Student performance and perception are researched to see positive impacts in educational environment.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
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The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
engagement must combine insights from both qualitative and quantitative data.
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Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
Examining the Psychometric Features of the Persian Computer-Assisted Language...Parisa Mehran
This study set out to investigate the psychometric quality of the Persian CALL instrument (P-CALLI). We used principal components analysis and rating scale model (RSM) to validate the instrument. A two-component solution was found to be the best model where cognitive and affective items clustered as one component and items regarding the use of CALL in learning English skills loaded on the second component. This finding is in line with the previous studies which showed that cognitive and affective dimensions are not empirically separable. To establish the validity of CALL attitude and attitude theories, it is important to use rigorous psychometrical methods which can examine the presence of construct-irrelevant factors. This requirement has not been fulfilled in a large number of previous studies which have relied heavily on the internal consistency of the instruments.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
Quest in Education April 2019 ISSN: 0048-6434VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. FINDING WHERE TO START
The act of reading is no longer confined to print based
resources. Reading and writing using digital technologies is now
a major contributing factor to successfully engage with society.
The definition of contemporary literacy, put forward by The New
London Group (1996), becomes “much broader than language
alone” (New London Group, 1996, p. 64). It allows for the
interweaving of culture, personal and professional lives and the
continual development of knowledge as a lifelong process.
Futuristic thinking drives the multiliteracies approach to
education that is currently forming, by rethinking “the
fundamental premises of literacy pedagogy in order to influence
practices that will give students the skills and knowledge they
need to achieve their aspirations” (The New London Group,
1996, p. 65).
3. INTRODUCTION
The proposed small-scale study will be conducted at a Wodonga
OSHC. The centre provides care for up to 45 students before
and after school hours and during school holidays. The age
range of students is Foundation to Grade 5. The study will have
a particular focus on 12 students who regularly attend care
throughout the school week.
Out of School Hours Care centres are required to meet the
outcomes of the My Time, Our Place framework (DEEWR, 2011).
This study will meet outcome five of the document; Children are
effective communicators. It will particularly focus on the suboutcome of “Children collaborate with others, express ideas
and make meaning using a range of media and communication
technologies” (DEEWR, 2011, p. 40).
4. BACKGROUND INFORMATION
Personal interest in the topic of digital technologies in the
development of literacy skills stems from varied
professional placements where the use of technology
across curriculum areas was varied and often not used to
its full potential. As a graduate teacher teaching a class
of grade 3/4 students in 2014, I feel conducting research
in the area of digital technologies in literacy will enable
me to more effectively deliver quality teaching and
learning to my future students, by knowing what drives
student engagement and how to engage students
through varied literacy practices.
5. FINDING A FOCUS
A wealth of research is able to identify the academic benefits of
using digital technologies throughout literacy development.
This project aims to identify which digital technologies provide
an engaging medium from which students can learn in a fun,
collaborative and meaningful way. The following research
questions will be addressed:
1.
How does the inclusion of digital technologies affect student
engagement?
2.
How does the use of technology promote verbal
communication and playful interaction between students and
students and staff?
6. COLLECTING THE INFORMATION
To address these research questions researcher observations of
students engaging with literacy will be conducted and
combined with interviews and surveys from staff. These data
collection methods will take place before and after the change
is implemented to determine the degree to which the change
has influenced the level of literacy engagement.
The staff surveys and observations analysed 6 areas in relation to
the outcomes of the My Time, Our Place framework (DEEWR,
2011). The survey and observations focused on outcome five of
the document; Children are effective communicators. With a
particular focus on the sub-outcome of “Children collaborate
with others, express ideas and make meaning using a range of
media and communication technologies” (DEEWR, 2011, p. 40).
7. AREAS ASSESSED
• Enabling children to express
meaning using photography
and other digital resources
• Opportunities to join in
children’s play and leisure
activities and co-construct
materials.
• Collaboration with children to
record the shared activities
undertaken.
• Integration of technologies into
children’s play and leisure
experiences, projects and
routines?
• Encouraging the use of
technologies between children,
and children and educators
• Awareness of protocols about
use of communication
technologies
IDENTIFIED AREAS
OF NEED
• Enabling children to express
meaning using photography
and other digital resources
• Collaboration with children to
record the shared activities
undertaken.
• Encouraging the use of
technologies between children,
and children and educators
8. TRANSFORMING NEEDS TO STRENGTHS
• Enabling children to express
meaning using photography
and other digital resources
Daily photographer role taken on
by children. Children print
selected photos and add these to
a student recording wall
• Collaboration with children to
record the shared activities
undertaken.
Weekly program and records
contained a ‘student voice’ section
where students could have input
into matters that affected them.
• Encouraging the use of
technologies between children,
and children and educators
Protocols about internet safety
and computer usage created/ add
to by children and staff.
Reading books using technology
9. PUTTING THE PUZZLE PIECES TOGETHER
The inclusion of digital technologies affected student engagement
in tasks generally not for greater amounts of time but rather
their level of enthusiasm for completing a task. Observations of
the „photographer role‟ showed that students were eagerly
asking to engage with the technology, using it for a short time
and then apply the technology usage to a shared
communication wall, which then acted as a discussion initiator
between staff and other students. The act of using technology
appeared to be greatly associated with verbal communication
and
playfulness
based
on
the
technology.
Research by Merchant (2010, p. 136) shows that when
educators value and incorporate technology into their life
worlds it adds to students‟ social integration and learning. The
current project complimented this research by finding that the
integration of the technology moved beyond the act of
physically engaging with the technology and created a culture
of discussion and excitement.
10. FEEDBACK
Due to starting a job in a primary school I have been unable to receive
feedback at this time. Wednesday afternoon I will be returning to the
service to show and explain the results and my findings. At this time I
hope to gain feedback from the director and leave feedback forms with
staff for me to collect at a later date.
During the study the staff and children were very positive towards the
research and were willing participants, I feel that this is a reflection of
my professionalism within the practice and this will be basis from which
I will base my initial thoughts of how my feedback may look.
11. CONTINUAL PROGRESS
I feel this research has allowed me to identify some of the potential
affordances of using technology. Although the setting the
research took place in was relatively informal, I feel that the
social and academic aspects within the research remain to be
similar in a formal classroom setting. Technology is something
that is valued and continually reassessed in my school. With
access to laptops, IWB and IPads I feel that the research I have
conducted will be the beginning of my successful integration of
technologies into my classroom.
My continuing research question that will guide my future research
within the formal setting of a classroom is; how can teachers
create learning opportunities using multiple modes of meaning
making to guide students toward the design of social futures
within a global society? I intend on doing this through research
of technology integration, being a part of the literacy group at
my school community which looks at technology usage as a
part of literacy learning and by reflecting on my own actions
within my classroom.
12. REFERENCES
Images sourced from Google images
Ary, D., Jacobs, C., & Sorenson, C. (2010). Research approaches in education. In Introduction to research in education (8th
ed.) (pp. 22-42). Retrieved from eReserve.
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian
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http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/my_time_our_place_framework_for_school_age_care_in_australia.pdf
Australian Government: National Health and Medical Research Council (2007). National statement on ethical conduct in
human research. Retrieved from
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10.1080/00131881.2010.482739
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Australia: Cengage Learning.
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