scholarly journals Working in an Electronic School iCentre - Some Practical Ideas

2021 ◽  
pp. 389-396
Author(s):  
Annel Silvennoinen
Keyword(s):  
Teaching And Learning ◽  
Book Club ◽  
Collaborative Study ◽  
Teaching Experience ◽  
Learning Support ◽  
Ict Skills ◽  
Learning And Teaching ◽  
Electronic Displays ◽  
Online Book ◽  
Technological World

St Mary’s Waverley, School for Girls in Johannesburg, South Africa www.stmaryschool.co.za has taken the plunge into the digital and technological world of the 21st century. The Teacher Librarian was consulted on all aspects of updating and modernizing the Library into an iCentre that enhances the learning and teaching experience. The entire school is Wi-Fi connected. The edges of the iCentre, school, home, national and international communities have been blurred. Interactive and collaborative study is the norm. The print collection is enhanced by the Digital Library, website support, Facebook page, online Book Club, digital magazines and newspapers, electronic displays, notices and learning support on mobile devices and a large TV screen. Teaching and learning is online and mobile. Learners are trained in the various ICT skills by means of formal lessons as well as casual Podcamps in the iCentre.

scholarly journals Learning and Teaching Experiences of Sport Education

2009 ◽  
Vol 15 (2) ◽  
pp. 6-15
Author(s):  
Chung LI ◽  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Collaborative Study ◽  
Learning Experiences ◽  
After School ◽  
Sport Education ◽  
Team Cohesiveness ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Innovative Curriculum

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students' generic skills and all round development. Students' active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students' learning in physical education. 本文旨在報告一所師資培訓學院與兩所香港中學的一項協作研究計劃，該計劃涉及推展名為「競技運動教育」創新課程模式的研究。研究以實踐為本及詮釋理念為依據和利用訪談及課堂錄影為資料搜集工具，探討了2位資深體育教師和12位運動技能水平被介定為「高」、「中」及「低」學生對競技運動教育的教與學經歷。研究結果顯示2位體育教師接納此課程模式並提供學生正面的學習經驗，促進他/她們的共通能力和全人發展。此模式也能培養學生的主動學習、應激、自我驅動、創意和團隊內聚力。大部份學生對參與承擔角式、執行職責、加入團隊、與人合作和完成被指派工作等學習經歷也是正面的。但是，兩位老師均 經歷工作量增加的困難，其中3位同學也遇上不愉快的經驗如受傷、不公平的裁判判決和完成家課等。研究結果對推展競技運動教育以促進學生學習作出建議及質性啓示。

scholarly journals Designing Number Learning Applications and Early Childhood Mathematics Calculations

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Nofri Wandi Al Hafiz ◽  
Helpi Nopriandi
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Teaching Experience ◽  
Early Childhood Mathematics ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
The World

The progress of technological development in the current era is very fast and fast, it is seen from how people use the technology, even now technology has entered the world of education in terms of the teaching and learning process, with the process of learning and teaching that is still focusing teachers as a material giver, it will make the learning and teaching experience monotonous and less attractive so that students become bored and lack enthusiasm especially with math lessons that use a lot of thoughts, unless the teacher can bring the class atmosphere to be interesting it will make the classroom atmosphere become enthusiasm, to help teachers in the teaching process, it is necessary to make an application that can help teachers to make students interested in learning mathematics.

scholarly journals 28. Creating a Chain of Teaching and Learning Support: Documenting the Effects of the Teaching Development Graduate Assistant Program

2011 ◽  
Vol 2 ◽  
pp. 165 ◽  
Author(s):  
Kristin A. Force
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
University Teaching ◽  
Learning Support ◽  
Graduate Assistant ◽  
Teaching Development ◽  
Personal Experiences ◽  
Teaching Support ◽  
A Chain

This essay will demonstrate that the teaching development graduate assistant (TDGA) program at the Centre for the Support of Teaching, York University, creates a chain of teaching support between the TDGA coordinator, TDGAs, teaching assistants, faculty, and undergraduate students within a heavily populated university. The importance of teaching and learning workshops for graduate students with minimal university teaching experience will be demonstrated. The methodology for this project includes documenting personal experiences as the TDGA coordinator and informal interviews with TDGAs, discussing their workshops and other activities.

scholarly journals Using active learning methodologies in physical chemistry in CLIL contexts

2016 ◽  
Vol 3 (1) ◽  
pp. 71 ◽  
Author(s):  
David Recatalá
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Experience ◽  
Global Learning ◽  
Learning And Teaching ◽  
European Universities ◽  
The Subject ◽  
Students Satisfaction

<p class="Textoindependiente21">One of the main objectives of the European Higher Education Area (EHEA) is to promote a change toward a student-centred education model. This fact has led to the implementation of novel methodologies based on active learning, aimed at engaging students’ interest. This implementation has been usually accompanied by significant changes in both the teaching and learning processes in European universities. Furthermore, teaching a subject through the medium of a foreign language has also been gaining attention over the past few years. More specifically, this approach commonly known as Content and Language Integrated Learning (CLIL) has been employed for the simultaneous learning of content and English in a number of European countries. In this contribution we report on the active learning methods implemented in a Physical Chemistry course, as well as the efforts devoted to Content and English Language Integration in this subject. This research analyses a series of factors that can contribute to the global learning and teaching experience when both active learning and CLIL are implemented in the Physical Chemistry classroom. Some examples of them include changes in attitudes towards the subject, engagement and motivation during the course, perception of English learning, and in general, students’ satisfaction with the learning process.</p>

scholarly journals DIGITAL MEDIA: FRIEND OR FOE? PRESCHOOL TEACHERS’ EXPERIENCES ON LEARNING AND TEACHING ONLINE

2020 ◽  
Vol LXVIII (2) ◽  
pp. 203-221
Author(s):  
Miruna Luana Miulescu
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Teaching Experience ◽  
Qualitative Inquiry ◽  
School Closure ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Online Mode ◽  
Kindergarten Educators

Teaching using a synchronous and an asynchronous online environment has become increasingly widespread across the education sector and now this process has been accelerated, temporarily or permanently, due to the Corona Virus (SARSCoV- 2) pandemic. The mass closure of nurseries, kindergartens, schools, high schools and universities has prompted the rethinking of the teaching and learning processes. Educators were forced to shift to an online mode of teaching overnight even if they did not properly feel capable to do so. Our study seeks to explore the experiences on teaching and learning online encountered by preschool teachers during their work in the context of COVID-19 physical school closure and explore the meaning of such practices in shaping in-service kindergarten educators’ perceptions of digital media and online delivery. The participants of the present study are kindergarten teachers (n=21) with a minimum of three years and a maximum of 10 years of teaching experience. They work with the same age group (three- to sixyear- old children), from 9 public inner-city kindergartens. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software program in June 2020. After the data was recorded and transcribed, three main themes were distinguished. The key findings indicate that all the teachers experienced challenging moments while delivering online, but they were also able to identify advantages in such a stressful context. The results of the study show the need of a modernized approach to pedagogies on educational technologies and media that is driven by research informed analysis.

scholarly journals On-campus, distance or online? Influences on student decision-making about study modes at university

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Matthew Bailey ◽  
Maree Gosper ◽  
Dirk Ifenthaler ◽  
Cheryl Ware ◽  
Mandy Kretzschma
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Support Staff ◽  
Learning Support ◽  
Learning And Teaching ◽  
Teaching Support

This article examines the choices students make when deciding the mode of study they will enrol in for university. It expands on previous work in the field by surveying 744 Faculty of Arts students at an Australian university who had the choice of enrolling in one of three study modes: on-campus, distance or purely online. Influences on enrolment mode were categorised into six factors: personal, logistics, teaching and learning, learning support, environment, and advice and marketing. Significant differences in influence were found between the three cohorts of students, while the teaching and learning and logistics factors were found to be the most influential for all cohorts. The findings of this research offer administrators, learning and teaching support staff, and academics important information that can be used to tailor the delivery of teaching and services to the varying needs of different cohorts.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

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