Experimenting with a Wiki-based collaborative process writing pedagogy for teaching and learning of Chinese writing among upper primary school students in China

2014 ◽  
Author(s):  
Xuanxi Li
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Writing Pedagogy ◽  
Process Writing ◽  
Primary School Students ◽  
School Students ◽  
Collaborative Process ◽  
Chinese Writing

scholarly journals Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Xuanxi Li ◽  
Samuel K. W. Chu ◽  
Wing Wah Ki ◽  
Matsuko Mukumoto Woo
Keyword(s):  
Primary School ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Language Teachers ◽  
Process Writing ◽  
School Students ◽  
Collaborative Process ◽  
Chinese Language Teachers ◽  
Chinese Writing

<span>This case study explored collaborative writing in Chinese among 59 primary four Chinese students using a </span><em>Wiki-based Collaborative Process Writing Pedagogy</em><span> (WCPWP) in Shenzhen, China. It aimed mainly to design and orchestrate a WCPWP in order to facilitate students' Chinese writing. It investigated students' collaborative writing process and their performance on a wiki, and explored the perceptions and attitudes of the teacher and her students towards WCPWP. A wiki-based writing environment named </span><em>Joyous Writing Club</em><span> (JWC) was designed and developed using MediaWiki software. Data was collected from questionnaires, online wiki documents, interviews, and observations. The results illustrated students' collaborative writing process and their products on the wiki. Besides, the results showed that students perceived WCPWP was beneficial in boosting writing motivation, increasing group interactions, and extending the audience for their writing. This study may help primary educators gain a deeper understanding of the relationships between technology, pedagogy and education. It may also provide practical recommendations for primary school Chinese language teachers in the integration of Web 2.0 tools (wikis, </span><em>Google Docs</em><span>) as well as the use of effective pedagogical strategies in the teaching of Chinese writing.</span>

scholarly journals DEVELOPMENT OF INTERACTIVE LEARNING MEDIA EDUGAME USING ADDIE MODEL

2021 ◽  
Vol 14 (1) ◽  
pp. 53-59
Author(s):  
Fadhli Ranuharja ◽  
Ganefri Ganefri ◽  
Bayu Ramadhani Fajri ◽  
Febri Prasetya ◽  
Agariadne Dwinggo Samala
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Development Program ◽  
Primary School Students ◽  
School Students ◽  
Development Method ◽  
West Sumatra ◽  
Approach Method ◽  
Smart Education ◽  
Addie Model

In line with the district development program of Dharmasraya regency, namely the Dharmasraya Smart City Program and the implementation of Dharmasraya Smart Education, Edugame is currently one of the favourite innovations being used in the teaching and learning process for the primary school students. This study was aimed at creating a learning innovation using Edugame as a media for conveying information to students as well as inviting students to play. In addition, the approach method used was in the form of media development using the ADDIE (Analysis Design Develop Implementation and Evaluation) development method. This development method was started by conducting the field observations, then designing the Edugame interface to evaluate the shortcomings of the Edugame. From the results of the whiteboard test, it was proven that this application had succeeded in delivering learning materials to primary school students of SDN 08 Pulau Punjung, Dharmasraya Regency, West Sumatra. In sum, the teachers are assisted by the Edugame since the students learn independently to explore each Edugame and try to get the highest score. Keywords: Learning Media; Edu-Game; Learning Innovation; ADDIE.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

scholarly journals Active Learning Using Digital Smart Board to Enhance Primary School Students’ Learning

2019 ◽  
Vol 13 (07) ◽  
pp. 4
Author(s):  
Soh Hon Mun ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Dayana Farzeeha Ali ◽  
Nurul Farhana Jumaat ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Research Approach ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Smart Board

Digital smart board is one of interactive technology tools which has been used widely in schools to facilitate teaching and learning. Empirical evidence shows that digital smart board allows students to construct their knowledge while mastering more advanced thinking skills. Thus integration of digital smart board facilitates active learning, which is fundamental to mastery of skills. Active learning using smart board program is a program which integrates smart board in Data Handling so that primary school students can learn Data Handling concept actively and meaningfully. Therefore, this study was conducted to identify the effectiveness of active learning using smart board program to enhance primary school students’ learning. Five experts in teaching Mathematics Education and thirty year five students were involved in this study. The students were selected based on purposive sampling. This study used both quantitative and qualitative research approach. A set of interview protocol and a set of questionnaire were used during the data collection phase. Findings from the questionnaire were analysed based on descriptive and inferential statistics by using Winsteps Version 3.72.3. In addition, thematic analysis was used to analyse the qualitative data. Findings from the study indicate that active learning using smart board program has the attributes which can effectively enhance primary school students’ learning. It is hoped that the results from this study can contribute towards development of active learning strategies, methods or activities using smart board in order to enhance primary students’ learning in school.

scholarly journals Material educativo computarizado (MEC) en el proceso de enseñanza y de aprendizaje de la geometría / Computerized Educational Material (MEC) in the Teaching and Learning Process of Geometry

2019 ◽  
Vol 6 (1) ◽  
pp. 29-33
Author(s):  
Yuliana Andrea Lince Loaiza
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Material ◽  
The Other ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Educational Work ◽  
Fifth Grade Students

ABSTRACTIn this work we report results of the research that references the title. The project was developed with fifth grade students; starting from the importance of mathematics in the training of primary school students, the great interest they have in ICT, the difficulties detected during the exercise of educational work. Important information was collected through a survey that was applied to the other teachers in charge of the orientation of the area of mathematics, which was reflected in the creation and application of a tool that allowed the student to assimilate assertively and motivating the learning of concepts Basic geometry in topics such as plane figures, angles, perimeters, area and volume.RESUMENEn este trabajo se reportan resultados de la investigación que referencia el título. El proyecto se desarrolló con estudiantes del grado quinto; partiendo de la importancia que tiene la matemática en la formación de los estudiantes de la básica primaria, del gran interés que ellos presentan hacia las TIC, las dificultades detectadas durante el ejercicio de la labor educativa. Se recolectó información importante mediante una encuesta que se aplicó a los demás docentes encargados de la orientación del área de matemáticas, lo que se vio reflejado en la creación y aplicación de una herramienta que permitió al estudiante asimilar de forma asertiva y motivadora el aprendizaje de conceptos básicos de la geometría en temas como las figuras planas, ángulos, perímetros, área y volumen.

scholarly journals Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Sukanta Chandra Swain
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning System ◽  
Primary School Students ◽  
School Students ◽  
Primary School Teachers ◽  
E Learning ◽  
Virtual Platform ◽  
Teaching Learning

Pandemic due to the deadly virus Covid-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

Rhythm pattern discrimination by primary school students

2020 ◽  
pp. 1321103X1986905
Author(s):  
Jorge Antonio Durá ◽  
Jesús Tejada
Keyword(s):  
Primary School ◽  
Family Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Pattern Discrimination ◽  
Presentation Mode ◽  
Primary School Students ◽  
School Students ◽  
Experimental Conditions ◽  
The Third

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

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