scholarly journals Enhancing Young Learners’ Writing Skills Through the Application of Web 2.0 Tools and Educational Technology in Project-Based Teaching and Learning: An Action Research Study

2021 ◽  
Vol 11 (6) ◽  
pp. 14
Author(s):  
Irene Manidaki ◽  
Makrina Zafiri
Keyword(s):  
Educational Technology ◽  
Action Research ◽  
Primary School ◽  
Web 2.0 ◽  
Effective Means ◽  
Writing Skills ◽  
Project Based Learning ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Young Learners

This research probed into the application of educational technology and Web 2.0 tools in Project-Based Learning (PBL) to 6th grade Greek Primary School learners who are learning English as a foreign language. More particularly, this research probed into the teaching of writing skills to the aforementioned students through Web 2.0 tools and Project-Based Learning. Action research was conducted in which sixteen learners who attend a Greek State Primary School participated; they were involved in a five-month differentiated instruction program using Google Docs and blogs. Pre-tests and post-tests were distributed to the learners to investigate their level of writing skills according to criteria related to the learners’ overall ability to complete the writing tasks and the quality of writing production, namely spelling and punctuation, vocabulary range, accuracy and appropriacy, and to evaluate their improvement respectively. Qualitative research was also conducted: pre- and post-semi-structured interviews investigated their attitudes concerning the effectiveness of PBL in combination with Google Docs and blogs in terms of collaboration and process writing. The researchers/teachers also kept a reflexive journal which concentrated on the use of Web 2.0 tools, the writing processes, and the collaboration which took place amongst and between the learners and their teachers (who were also the researchers). Findings revealed that integrating project-based learning with educational technology and Web 2.0 tools was an effective means of enhancing young learners’ writing skills.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

Mobile Web 2.0 Integration

2014 ◽  
pp. 581-598
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Collaboration And Communication ◽  
Social Constructivist Learning ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Mobile Web 2.0 Integration

2013 ◽  
Vol 4 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Research Cycle ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

scholarly journals THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

2020 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Teaching Writing ◽  
Reading And Writing ◽  
Young Learners ◽  
Writing Skill ◽  
Good Writing ◽  
Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals Implementasi Project Based Learning Untuk Meningkatkan Aktivitas dan Keterampilan Menulis Siswa SMP Taman Dewasa Jetis

2020 ◽  
Vol 4 (1) ◽  
pp. 23 ◽  
Author(s):  
Ermawati Ermawati ◽  
Widowati Widowati
Keyword(s):  
Action Research ◽  
Junior High School ◽  
Writing Skills ◽  
Class Action ◽  
Project Based Learning ◽  
Narrative Texts ◽  
Student Activities ◽  
Asking Questions ◽  
Field Notes ◽  
Student Grades

This study aims to describe learning activities and writing skills through Project Based Learning. The subjects of this study were students of class VII-I Junior High School at Taman Dewasa Jetis. Classroom action research was conducted in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. The source of data in this class action research is the process of learning description text and fantasy narrative texts and documents. Data collection is done through observation techniques, documentation (field notes, student lists, student grades, lesson plans, student test results, and photographs), and tests. Data analysis techniques using the Miles and Huberman techniques. The application of Project Based Learning procedures includes: asking questions; make a plan; arrange scheduling; monitor project creation; conduct an assessment; and evaluation. The results of student activities in learning have increased, as well as writing skills also showed an increase.

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