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Generation Like: Comparative characteristics in Instagram. Educational Research and Reviews - a short review of tpack for teacher education. Factors affecting teachers’ continuation of technology use in teaching. Ayoub KafyuliloAffiliated withDepartment of Curriculum and Teaching, Dar Es Salaam University College of Education, Petra FisserAffiliated withNational Institute for Curriculum Development, Joke VoogtAffiliated withDepartment of Child Development and Education, University of Amsterdam, Windesheim University Email author.

Factors affecting teachers’ continuation of technology use in teaching

Teaching with technology. Tojet%20January. 404 Not Found. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy - Google Books. 10 years of the LLAS elearning symposium: case studies in good practice - Google Books. "Increasing Phonemic Awareness in Kindergarten Students: Using iPads i" by Michelle Harrison. Abstract Language arts teachers find that students at any elementary grade show a wide range of abilities, specifically in the area of phonemic awareness.

"Increasing Phonemic Awareness in Kindergarten Students: Using iPads i" by Michelle Harrison

Student abilities are not evaluated accurately using paper pencil tests. A review of the literature addresses teaching approaches and effective use of technology in an elementary classroom. Implications of the research suggest that student engagement with technology have an impact on their learning (Kearsley & Shneiderman 1998). The research indicates that, if teachers do not monitor progress,students often view the use of iPad apps as games, not educational opportunities.

This is a teacher action research study in which students in a kindergarten class participated in small group instruction using selected iPad Apps that promote phonemic awareness development. The purpose of the study was to examine the impact of select iPad apps that address phonemic awareness in Kindergarten. Recommended Citation. 2015 08 07 10 02 55. New learning scenarios for the 21st century related to Education, Culture and Technology.

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New learning scenarios for the 21st century related to Education, Culture and Technology

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. 21st Century Learning: Professional Development in Practice.

9. Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance. Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance Beverlie Dietze, Diane Kashin Abstract Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community.

Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance

This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children’s play and learning opportunities. The authors identify how collegial dialogue helped them to use various technologies and social media in their teaching, which transformed their curriculum and pedagogical philosophy.

Keywords Technology, Social media, Collaborative inquiry, technologie, médias sociaux, recherche collaborative. The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques» The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. Fullscreen Fullscreen Off Copyright (c) 2013 Eva Mary Bures, Alexandra Barclay, Philip C Abrami, Elizabeth J Meyer This work is licensed under a Creative Commons Attribution 4.0 International License.

Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance. The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques» The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level?

The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

/ L’évaluation d’e-portfolio «authentiques» Abstract This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. From First Life to Second Life: Evaluating task-based language learning in a new environment / De la vie réelle à la vie virtuelle: évaluation de l'apprentissage des langues basé sur les tâches dans un nouvel environnement. Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues.

Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues Abstract This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners.

Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues

The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students’ artifacts, and interviews with teachers and students. Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs / Le rôle des enseignants dans la conception de tâches pertinentes en apprentissage des langues. Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs / Le rôle des enseignants dans la conception de tâches pertinentes en apprentissage des langues Abstract Task based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students’ learning experiences by heightening their motivation and sense of autonomy, and in turn, their vocabulary development.

Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs / Le rôle des enseignants dans la conception de tâches pertinentes en apprentissage des langues

To capture this synergy, teachers will need to reimagine authentic learning and task design. Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours. Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours Abstract The range and number of technologies currently available have yielded both opportunities and challenges for language educators.

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL research with rising interest in vocabulary, grammar and writing, but less so in speaking, listening, and reading. Framework for 21st Century Learning. P21's Framework for 21st Century Learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work, life and citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning. The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom).

Tweet the Framework While the graphic represents each element distinctly for descriptive purposes, P21 views all the components as fully interconnected in the process of 21st century teaching and learning. 21st Century Student Outcomes. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie. The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. Fullscreen Fullscreen Off. v14i1. Mhci15. Grand Tour in 21st Century Perspectives of Chinese Millennials a. Mobile learning: Moving past the myths and embracing the opportunities. Tom H Brown and Lydia S Mbati University of South Africa Abstract Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon.

In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails. Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change.

Introduction. Mohammed. Pedagogical Requirements for Mobile Learning: A Review on MOBIlearn Task Model. ^ Agha, T K and Ayse, A (2011). Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education. 3rd World Conference on Educational Science. 15: 1925–1930. ^ Anani, A, Zhang, D Y and Li, H B (2008). M-learning in review: Technology, standard and evaluation. Journal of Communication and Computer 5(11): 1–6. ^ Bacon, L, Windall, G and MacKinnon, L (2011).

The development of a rich multimedia training environment for crisis management: using emotional affect to enhance learning. 18th Association for Learning Technology Conference (ALT-C 2011). 6–8 September 2011, University of Leeds, UK Available at: repositoryalt.ac.uk/2174 [Accessed 21 June 2013].^ Barbosa, E F (2013). OCT1. SIMPSON %26 Dodigovic Tech Guidelines. 2014 AKH Jogos. JVD Digitalni kontekst odrastanja. Teens Fact Sheet. Highlights of the Pew Internet Project’s research on teens. (Note: This page contains data from our 2012 survey. For more recent data on teens and technology, please visit Teens, Social Media & Technology Overview 2015.)

2014 AKH Jogos. Sylvia CHONG, Wai Mun LOH & Mathangi BABU Article. Sylvia CHONGSIM University Wai Mun LOHSIM University Mathangi BABUSIM University The key trend predicted to have the most impact on enrolment in higher education is the “changing life cycles as our nation’s population ages”. The fastest growing population in higher education is the Millennial adult student. This is significant as more Millennial learners who have been out of school for some years are turning to higher education institutions to start or complete undergraduate or graduate degrees.

Since the 1990’s, the Singapore economy is changing from a primarily manufacturing-based economy to one that is information-based. There is a need to better understand and profile this new generation of adult learner who assumes primary responsibility for planning, implementing and evaluating his/her own learning. Keywords: Millennial learner, higher education, adult learning The profile of today’s higher education student is rapidly changing. Table 1. The Development of Craft and Technology Education Curriculums and Students’ Attitudes towards Technology in Finland, Estonia and Iceland. The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader.

To download the PDF, click the Download link above. 084 26014life1111s14 371 374. 1. 1 s2.0 S1877042815008460 main. 2015 Poster Session Proceedings. Chiu. 1 s2.0 S1877042815043839 main. 1 s2.0 S1877042815002566 main. Academic and Scholarly Journals.