Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.
Summary
The study investigates the construction of femininity ideologies of girls-only school websites in Thailand and deconstructs them for analysis at the lexical level. Ideological beliefs underlying the custom of upbringing of young women in Thai cultural contexts are the focus of investigation. We pay a particular attention to how the schools communicate their key messages of vision, mission, core values, and about us on their websites and conduct a corpus-driven discourse analysis on the data. Findings from running tests of frequency and collocation reveal the traits of femininity constructed in the discourse, built the praising of obedience, submissiveness and lady-like features. We conclude that benevolent sexism is a common cultural practice evident in educational institutions.
In an average nation, the middle class is the portion of population that drives the nation politically, economically and culturally and always continues to grow larger in size. The middle class are typically more active and vocal to participate in their discourse community and, at present, better compatible with Internet technologies that allow synchronous and asynchronous communication.Thailand has seen a turbulent societal division and political polarization in recent years. The long-standing conflict is rooted from the enormous socio-economic gap between the middle class to the rich and the grassroots. A sociolinguistic analysis of online discourse can help theorising the social and contextual characteristics of class identification made by the middle class who has the most Internet access. The data of the study will be a collection of online discussion from a Thai public website between March 1-31, 2013. The data will be entirely in Thai but will be translated into English for result reporting and discussion. Following Herring ( 2004) on researching virtual identity, the study will address the middle class's shared history, purpose, culture, norms and values by investigating group-specific language use, jargon, language routines as well as choice of language. Self-awareness of the middle class group by the members' terms of address as a group such as 'us vs. them' will also be identified.
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