scholarly journals Title One Laptop on Each Desk: Teaching Methods in Technology Rich Classrooms

Seminar.net ◽  
2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Catarina Player-Koro ◽  
Martin Tallvid
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Theoretical Concept ◽  
Upper Secondary ◽  
Pedagogic Discourse ◽  
Title One ◽  
Impact Of Technology ◽  
The Impact ◽  
Point Of Departure

This article takes its point of departure from the main findings from research in four upper secondary schools in a 1:1 initiative (one laptop per student) and reports on a deeper analysis of four classrooms that are part of the empirical study. This study aims to investigate how teaching and learning in technology-rich classrooms are structured and thus contribute to the development of knowledge about the impact of technology on the structuring of teaching and learning in educational practices.Bernstein’s theoretical concept of the pedagogic discourse is used to make visible how the main incentive for teaching methods is the evaluation system that recontextualises traditional discourses about teaching and learning. The conclusion is that fundamental transformations of education is less about technology and more about the changing of the structures and discourses concerningteaching, learning and education.

scholarly journals Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

2010 ◽  
pp. 149 ◽  
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
High Stakes ◽  
Teachers Perceptions ◽  
High Stakes Tests ◽  
The Past ◽  
Language Tests ◽  
Upper Secondary ◽  
Teaching Curriculum ◽  
Upper Secondary Schools

In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

Current and future impact of technology on physiology education.

1998 ◽  
Vol 275 (6) ◽  
pp. S8 ◽  
Author(s):  
R G Carroll
Keyword(s):  
Cognitive Processes ◽  
Word Processing ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
The World ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.

scholarly journals Enhancing the Emotional Intelligence of Students: Helping the Critical Few

2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Kara Wolfe
Keyword(s):  
Emotional Intelligence ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Hospitality Management ◽  
Scholarship Of Teaching ◽  
Social Competencies ◽  
The Impact

Research has shown that students’ emotional intelligence (EI) can be enhanced with time intensive instructional methods other studies are inconclusive. I looked at the impact of including short EI lessons in an introductory hospitality management class. Results show that students who started with low EI increased their scores significantly; however, those with medium and high EI did not. More intensive EI lessons may be needed for those who start with higher levels of EI. Scholarship of Teaching and Learning (SoTL) reflections were used and the results of the current study were also compared to other similar studies to identify EI teaching methods among faculty in other disciplines. My recommendations are included for those who want to incorporate EI lessons into their classes to enhance students’ emotional and social competencies.

scholarly journals Web 2.0 technologies in education

2011 ◽  
Vol 52 ◽  
Author(s):  
Anita Juškevičienė
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Educational Process ◽  
Synthesis Methods ◽  
Technology In Education ◽  
Web 2.0 Technologies ◽  
Online Technologies ◽  
Impact Of Technology ◽  
Teaching And Learning Quality ◽  
The Impact

Information technology is a necessity in every activity, so the application of technology in education is expected to improve teaching and learning quality, student motivation and practical and theoretical knowledge aggregation. One of these types of technology are web 2.0 technologies,which are widely used in the world of teaching and learning process. The article analyzes the impact of technology to educational process, gives the varioususes of online technologies for education examples. The paper uses comparative analysis, research and other work synthesis, methods.  

Technology as Integral to a New Paradigm of Adult Education

2012 ◽  
pp. 64-72
Author(s):  
Judith Parker
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Information Dissemination ◽  
Online Courses ◽  
Modern Technology ◽  
New Paradigm ◽  
Impact Of Technology ◽  
The Impact

Technology and adult education are often discussed as two separate subjects, yet just as it is impossible to live one day without the impact of technology, it is impossible to discuss adult education without considering technology. The growth of the field of adult education and the evolution of modern technology as well as the theorists and practitioners who were instrumental in moving the fields will be considered in this article as the foundation for a paradigm shift in adult education. Since effective adult education involves not only information dissemination but communication and collaboration among its participants, online learning activities and entire online courses influence how the field itself is viewed. This new paradigm will be explored in the current and future world of adult teaching and learning.

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