Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

A digitalizáció szerepe a pályaválasztásban – a digitalizáció hatása a foglalkoztatásra – digitális oktatás hatása a pályaorientációs folyamatban

Tanulmányunk során a feltárt adatok legfontosabb eredményei kerülnek bemutatásra, amelynek elemzése során három fő hipotézis kerül igazolásra és cáfolásra. A digitális oktatásnak, a digitalizáció munkaerőpiaci szerepének gyakorlati relevanciáját mi sem támasztja jobban alá, mint az elmúlt időszak járványügyi helyzete miatt kialakult digitális munkarend alkalmazása mind az oktatás terén, mind pedig a Home office rendszerbe kényszerülő munkavállalók esetében. A kapott eredményeink segíthetnek megismerni a digitalizáció hatásait a pályaorientációs folyamatokra, amely segítségével meghatározhatók a jövőbeli előremutató irányvonalak a pályaszocializáció ösztönzésére. ----- Our paper introduces the analysis of the most important research results facilitating the substantiation and refutation of three hypotheses. The practical relevance and necessity of digital instruction and the increased importance of digitalization in the labour market are best illustrated by the introduction of digitally scheduled education and the application of the Home Office method in the business world as a result of the COVID-19 pandemic. Our research results can provide a glimpse at the impact of digitalization on career guidance processes while forecasting future trends encouraging career socialization.

E3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools

Due to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 20192020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible elements essential for promoting optimum distance interactions for K12 learning, more specifically applied to younger learners (K6). Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.

An Investigation of Digital Thinking Skills in EFL Digital Instruction

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.

Business Portuguese in the age of digital instruction

This research article provides an overview of the online material available for business Portuguese classes in the United States and it explores the potential for digital instruction. It also shows the results of a needs-analysis survey conducted with 111 participants, including business people and university students in the United States. It also offers a proposal for a business Portuguese class that takes advantage of digital instruction resources already available.