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.
This chapter provides both theoretical underpinnings and practical examples of designing and implementing the “thinking curriculum” for the “global classroom.” The authors argue that teaching and learning in the global classroom calls for (1) thinking about the curriculum at a deeper level toward (2) implementing collaborative learning projects that count for multicultural and multilingual online learning environments. They use the term “thinking curriculum” to capture the proposition that teaching and learning are always concept- and assessment-based. The authors discuss examples of two thinking tools, concept mapping and Vee diagramming, to illustrate how these tools can help teachers think and communicate about the whole curricular process in a scientific way. In the second part of the chapter, the authors offer examples of collaborative learning projects that were implemented in the global classroom. In summary, this chapter is a practical guide for teachers who wish to think about their curriculum in a scientific way and recognize the value of creating a global classroom for preparing students for their roles in the global economy.
The history of educational media is connected to the inventions of new media and technologies. From abacuses to calculators; from card catalogs to microfiche to Internet; from 16mm film to VHS cassette to YouTube; from memorization strategies to artificial intelligence to mixed realities; from carousel slide projector to overhead projectors to data projectors; from audio cassettes to CD‐ROMs to educational apps; from gramophones to radio to TV; from slates to typewriters to word processors; from teaching machines to MOOCs; educators have repurposed and integrated media into the classroom to improve teaching and learning. This entry divides the history of educational media into three categories: (i) learn about media; (ii) learn from media; and (iii) learn with media. First, we learned about the medium itself. Later we consumed the media to learn. Today, we are using media to co‐create new meanings and use media to produce. With the help of new media and technologies, educators continue to use educational media to provide culturally and linguistically responsive pedagogy and develop transformative and innovative lessons integrating assistive technologies that are designed and differentiated for students of different abilities and interests.
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