Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter, Jeffrey P.; Justice, Julie Ellison

doi:10.36510/learnland.v11i1.923

Cited by 16 publications

(12 citation statements)

References 19 publications

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“…Similarly, affinity spaces appeared as the sole framework in one article (2%) and paired with another theory in one additional article-its overall usage also totaling two articles (3%). The 18 remaining studies (31%) reviewed covered a range of other frameworks not seen in more than one article, including conceptualizations of identity (Robson, 2017), cultural historical activity theory (Trust, 2016), global citizenship (Carpenter & Justice, 2018), and self-regulated learning (Matzat & Vrieling, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…(See Table 3 for an overview of the reviewed studies.) Of the 14 studies categorized as classroom based, only five focused on a particular lesson or learning activity (Bartow, 2014;Lindstrom & Niederhauser, 2016;Thibaut, 2015;Van Vorren & Bess, 2013;Veira et al, 2014), and six considered teachers' social media implementation more broadly through general survey or interview approaches (Carpenter & Justice, 2018;Matzat & Vrieling, 2016;Pan & Franklin, 2011;Schwarz & Caduri, 2016;Vázquez-Cano, 2012;Vivitsou et al, 2014). Three studies were not directly tied to classroom instruction, but instead investigated teacher-student relationships on social media (see the section that follows, which is dedicated to teacher-student interactions).…”

Section: K-12 Teaching With Social Mediamentioning

confidence: 99%

“…The benefits of bringing social media into the classroom resonated across the studies, echoing themes of connectedness and engagement. As mentioned in our introduction, a common goal of teachers is facilitating a connected and engaging learning environment; using social media, teachers were able to facilitate students' relationship building not only with local classmates (Lindstrom & Niederhauser, 2016;Schwarz & Caduri, 2016), but also with global peers (Carpenter & Justice, 2018). Carpenter and Justice (2018) surveyed 516 teachers from 14 countries participating in an international social-media-based teaching effort called the Global Read Aloud (GRA).…”

Section: K-12 Teaching With Social Mediamentioning

confidence: 99%

See 2 more Smart Citations

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

Greenhow

Galvin

Brandon

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background and Context The increasingly widespread use of social media to expand one's social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Educational research in this area is expanding, but further investigation is necessary to better determine how to best support teachers in their professional development, collaboration, and classroom teaching. Prior literature reviews have focused extensively on higher education settings or particular platforms or platform types (e.g., Facebook, microblogging). This article provides needed insights into K–12 settings and encompasses work from a variety of social media types. We describe a systematic review of more than a decade of educational research from various countries to present the state of the field in K–12 teachers’ use of social media for teaching and professional learning across various platforms. Research Questions To define social media's potentially beneficial roles in teaching and learning, we must first take an in-depth look at teachers’ current social media practices. Toward this end, we approached our review with the following research question: How are social media perceived and used by K–12 teachers for their teaching or professional learning, and with what impacts on teachers’ practices? Research Design Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) established standards for rigor and quality in systematic literature reviews, this article reviews empirical research to examine how social media are perceived and used by K–12 teachers with what impacts on teachers’ practices. Findings We find that social media features offer several benefits for helping teachers fulfill their goals for classroom teaching, including enhancing student engagement, community connections, and teacher–student interactions, but these affordances come with challenges that must be navigated. The literature also suggests that social media features provide benefits for teachers’ professional learning within both formal professional development programs and informal learning networks. Conclusions Implications of this literature review for future research and the design of educational practices are discussed in the final section. Among our conclusions are calls for more data triangulation between teachers’ and students’ learning and experiences on social media, more attention to teachers’ observational behaviors on social media, and further exploration of how social media facilitates interplay between teachers’ formal and informal learning.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: K-12 Teaching With Social Mediamentioning

confidence: 99%

Section: K-12 Teaching With Social Mediamentioning

confidence: 99%

See 1 more Smart Citation

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

Greenhow

Galvin

Brandon

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…Para murid juga dapat mengenali kesenian dan kebudayaan negara melalui tema pantun yang dikongsi oleh para penyelidik. Secara tidak langsung, murid-murid memperoleh kesediaan global yang bermaksud kewarganegaraan global dengan multiliterasi yang diperlukan pada abad ke-21 untuk mengambil bahagian, bekerjasama, dan bekerja dalam masyarakat global (Carpenter & Justice, 2017). Di samping itu, kesediaan global dalam pendidikan mengiktiraf nilai sejagat dan menggalakkan sikap terbuka dan toleransi.…”

Section: Kebolehgunaanunclassified

Rhyme Aesthetics Instruments

Hamzah

Mohammad

Baharum

et al. 2019

IJHPL

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The development of the Rhyme Aesthetic (RA) instrument is an innovation in teaching and learning Malay language in national schools and also in national-type schools. RA instrument coaching is tested in schools to get the teacher and student respond to its use. This study focuses teacher and student feedback to the use of aesthetic rhyme instruments. This form of study is qualitative and using the field study method and document analysis in four schools. Study participants consisted of four teachers and 60 students in primary schools. This study selection of randomized participants. The instrument used was a checklist of observations, interview protocols and document analysis. The location of the study at Perlis, Kedah, Kelantan and Negeri Sembilan. Obtaining an understanding of teacher's feedback shows that the use of instruments has features in three aspects content knowledge, usefulness and trustworthiness. Students understand that RA instruments have critical aspects of thinking, rich in vocabulary, communication, global readiness and collaborative. The implication of this study is that teachers and students can use RA instruments in teaching and learning because they have systematic teaching and learning steps.

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“…Learners can take virtual tours, design multimedia, record podcasts, and build virtual worlds with the free digital tools available today. When combined with highly effective pedagogy, digital tools can shift how students access content and experience learning (( Carpenter & Justice, 2017a ; 2017 ); Zhao, Pugh, Sheldon, & Byers, 2002 ). Digital tools can be used to provide multiple representations of content, increase student interest and participation in learning, and offer multiple ways for students to show their knowledge, which are foundational elements of the Universal Design for Learning framework ( CAST, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs

Carpenter

Trust

Green

2020

Computers & Education

Self Cite

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HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. We used an online survey to gather data on educators’ ( N = 261) uses of and perceptions regarding HyperDocs. Analysis suggested a wide range of definitions of, purposes for, and approaches to HyperDoc use, indicating that educators are adapting HyperDocs to their practice in myriad ways. Consistent with the openness and flexibility in finding, remixing, and using HyperDocs, educators identified a number of benefits of using these tools in their practice, including changes in student engagement and learning, shifts in instructional design and delivery, and changes in their own support and dispositions. Analysis of examples of HyperDocs shared by a subset of participants suggested some mismatch between rhetoric about HyperDocs and what was actually incorporated into them. We discuss these findings in relation to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.

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Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Cited by 16 publications

References 19 publications

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

Rhyme Aesthetics Instruments

Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs

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