This article describes how faculty provided opportunities for urban high school students to develop literacy proficiencies in reading, writing, and technology. The 12 students participating in an on‐campus summer program completed four projects using technology. The faculty collected and reviewed a variety of sources to gain insights into the learning experiences provided to students and the students' literacy practices during the program. Students' experiences with technology increased their knowledge, literacy proficiencies, and provided multiple opportunities to communicate with diverse audiences. تصف هذه المقالة كيف وفر الأساتذة فرصاً لطلاب مدرسة ثانوية مدنية لتنمية كفاءات التعلم في القراءة والكتابة والتقنية. وقد أكمل الطلاب الاثنا عشر المشتركين في برنامج صيفي في الجامعة أربعة مشاريع تستخدم فيها التقنية. لقد جمع الأساتذة مصادر متنوعة وراجعوها كي يتبصروا في تجارب التعلم المتوفرة للطلاب وممارساتهم في معرفة القراءة والكتابة أثناء البرنامج. وجدوا أن تجارب الطلاب مع التقنية وسعت علمهم وكفاءاتهم في معرفة القراءة والكتابة ووفرت فرصاً متعددة لاتصال بجماهير متعددة الأجناس. 本文描述学校里的教职员如何为城市高中生提供机会,以提升他们在阅读、写作和科技方面的读写能力水平。十二名学生参加了一个校园暑期课程,并完成四个使用科技的学习项目。学校里的教职员收集和审查多种来源的资料,以深入了解在课程期间为学生所提供的学习经验和读写文化实践。学生使用科技的学习经验增加了他们的知识和读写能力水平,并为他们提供多种机会与多种不同的读者互通信息。 Cet article décrit comment la faculté a fourni l'occasion à des élèves de lycéens de cités d'améliorer leurs compétences en lecture, écriture, et technologie. Les 12 élèves participant à un programme d'été sur le campus ont réalisé quatre projets à base de technologie. La faculté a rassemblé et analysé des sources variées pour avoir des éclairages sur les expériences d'apprentissage fournies aux étudiants et sur leurs pratiques d'apprentissage pendant le programme. Les expériences des élèves avec les programmes ont augmenté leurs connaissances, leurs compétences en littératie, et leur ont fourni de multiples occasions de communiquer avec des publics différents. В статье описана программа, разработанная университетскими преподавателями для учащихся городских средних школ по развитию навыков чтения, письма и использования информационных технологий. Двенадцать школьников, посещавших летнюю программу на университетском кампусе, осуществили четыре проекта с применением Интернет‐технологий. Преподаватели подготовили программу на основе множества источников, что дало им глубокое понимание учебного опыта и навыков, которые должны обрести подростки в рамках этой программы. Школьники расширили свои знания, улучшили грамотность и получили разнообразные возможности общения с самой разной аудиторией. Este artículo describe cómo los maestros les proporcionaron oportunidades a los estudiantes de una escuela preparatoria urbana para desarrollar su aptitud en lectura, escritura y tecnología. Los 12 estudiantes que participaron en un programa de verano en el recinto completaron cuatro proyectos usando tecnología. Los maestros recogieron y revisaron una variedad de fuentes para hacerse una idea de las experiencias de aprendizaje proporcionadas a los estudiantes y las prácticas de los estudia...
This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to urgent questions regarding learners and the learning environments in today's networked society. The model explores the enabling or constraining influences of educational systems, digital environments, learners, and educators on other learners and is based on the concept of social justice. The skills and competencies required for efficient learner development in a digital environment include digital competence, collaboration skills, intercultural competence, and lifelong learning skills. The interrelationship of these components and their influence on learners' skills and competencies are discussed through the lens of cross-cultural alignment by examining three intercultural projects worldwide. The authors recommend that educational systems provide educational institutions with a high-quality infrastructure as well as to support educators and learners in the development of digital skills. Future research may examine the model's components and their interrelationships so that it may serve researchers and practitioners as a basis for the design of future intercultural projects.
This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.
This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.
With the current ubiquity of technological tools and digital media, having the skillset necessary to use and understand digital media is essential. Integrating media literacy into modern day education can cultivate a stronger relationship between technology, educators, as well as students. The Handbook of Research on Media Literacy in the Digital Age presents key research in the field of digital media literacy with a specific emphasis on the need for pre-service and in-service educators to become familiar and comfortable with the current digital tools and applications that are an essential part of youth culture. Presents pedagogical strategies as well as practical research and applications of digital media in various aspects of culture, society, and education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.