Bring Your Own Device (BYOD)

Wingerden, Christina Van; Lidz, Ari; Barse, AJ; DeMark, Joanne; Hamiter, David

doi:10.4018/978-1-4666-9577-1.ch022

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…The training may include technical photography, ethics (ethical photography), safety in various situations, and group-building for a group-based project. The option to Bring Your Own Device (BYOD) (Van Wingerden et al, 2018) might be acceptable and applicable in some contexts while others are not. However, suppose the teacher decides to adopt the BYOD concept.…”

Section: Train the Participantsmentioning

confidence: 99%

The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education

Nur

Anas

Pilu

2022

Elsya

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Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.

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Section: Train the Participantsmentioning

confidence: 99%

The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education

Nur

Anas

Pilu

2022

Elsya

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Learning the way to the cloud: Big Data Park

Marchiori

2017

Concurrency and Computation

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Big data and cloud systems are two crucial components of modern computing, but they are also a challenge to learn, as they change the basic assumptions of computing, and as such the mental habits that are proper of classical computing teaching. In other words, beyond a technical revolution, we first and foremost are in the presence of a mental revolution. For this reason, we think it is essential to help students to change their mental habits as early as possible and become familiar with at least the basic notions of distributed storage and cloud computing. In this paper, we introduce the Big Data Park system, which has been developed with an ambitious task in mind: gently introduce K-12 kids to the basics of big data and cloud computing, helping them to be part of this revolution. We report on the creation of the system, the challenges, and also the impact on higher K-18 education. The results, extensively tested in the field with a wide variety of kids and children, have been extremely successful, thanks also to advanced educational techniques like gamification.Moreover, the development and testing of the project have also provided valuable insights for the general problem of education of big data computing. INTRODUCTIONBig data and cloud computing are rapidly becoming an essential part of our technology infrastructure: In fact, their wide adoption has been seen as quite an epochal revolution, a new form of mind passing from single-machines computation to fully distributed computation and storage. This paradigm shift is so important also because it is to some extent counter-intuitive to the basic notions of programming that are classically learned around the world. When students are first introduced to big data programming, they often experience an initial resistance, given the educational background that limits their thinking flexibility.It is for these reasons that we have started the development of an online educational tool for big data and cloud computing. Computer-assisted tools can greatly help students and are a field in continuous expansion, given the great benefits they can provide in the educational paths (see for instance other works 1-6 ). However, building a successful educational tool is a rather challenging task, also because its success critically depends on the age of the subjects. The goal of the system that we have built, named Big Data Park (an improvement of the system first described in Marchiori 7 ), is to be able to educate students even from their very early stages: More specifically, covering the full spectrum of K-12 education. We feel this is a crucial step, in order to start shaping the minds of the kids already at their very early stage, therefore freeing their minds and allowing them to understand as early as possible the big changes in thought that are part of the big data and cloud computing revolution. Complementary, we also tried to build up a system that was general enough not to be used by K-12 kids, but possibly also useful in higher education, more specifically even at K-...

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