Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy

King, Emma; Joy, Mike; Foss, Jonathan G. K.; Sinclair, Jane; Sitthiworachart, Jirarat

doi:10.1080/14703297.2014.896222

Cited by 15 publications

(15 citation statements)

References 14 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, academic community faces the challenges of development, testing and implementation in the aggregate of a set of innovative forms, methods, techniques, technologies and training tools adequate to the stated goals and objectives. Forms of foreign language teaching can be synchronous and asynchronous, face-to-face and distant, with the involvement of native speakers, with the participation of a teacher or with more independent work of students (King et al, 2015). The methods of instruction can vary from traditional, aimed at the development of 4 types of language activity (reading, speaking, listening, writing), to breakthroughs aimed at the formation and development of artificial bilingualism, cognitive, meta-subject and research qualities, critical thinking.…”

Section: Resultsmentioning

confidence: 99%

Untitled

2017

MJLTM

View full text Add to dashboard Cite

The following study measures the impact of consistent and sustained oral interaction with native speakers of the target language via remote interaction on macro-linguistic skills of adult learners studying Spanish as a second language at intermediate stages of acquisition. This investigation overcomes deficiencies in previous and current research that focuses primarily on individual learners, acquisition of one grammar point or the use of specific micro-behaviors, as opposed to looking holistically at the impact that interaction with native speakers of the target language has on learners' reading, writing, speaking and listening skills at intermediate stages of acquisition. Participants of this study belonged to either the TalkAbroad-7 group (TA-7G) or the TalkAbroad-2 group (TA-2G). Using the Avant Stamp Test, learners' macro-language skills (i.e., reading, writing, listening and speaking) were quantitatively measured before and after treatment, following a pre/posttest design. Results of the data suggest that consistent and sustained oral interaction with native speakers of the target language significantly impacted learners' listening skills, while also contributing to the development of other macro-linguistic skills. The pedagogical implications of our research, combined with those available in earlier investigations, suggest that a greater focus be placed on listening tasks that build learners' aural skills. Educators and administrators alike should consider curricular changes that require learners to use interactive programs that allow them (i.e., learners) to engage in consistent and sustained oral interaction with NSTL in order to cultivate this fundamental ability.

show abstract

Section: Resultsmentioning

confidence: 99%

Untitled

2017

MJLTM

View full text Add to dashboard Cite

show abstract

“…Teachers use innovative and approachable digital tools to establish their meaningful pedagogy in the learning context for students [19]. When teachers are willing to use digital learning tools to design and construct learning processes to improve students' motivation and performance, they can take action with innovative practices to form instructional experiences with appropriate innovative pedagogy [20].…”

Section: The Impacts Of Digital Innovative Value On Perception Of Insmentioning

confidence: 99%

The Early Childhood Educators’ Attitudes Towards Innovative Instructional Applications about Digital Learning Activities for Young Children

Chen¹

2018

Contemporary Perspective on Child Psychology and Education

View full text Add to dashboard Cite

The innovative value and practices of digital learning activities assist early childhood educators in employing effective instruction to improve young children's performance as well as advance their own professional autonomy to implement digital learning activities for young children. This study examined the factors and relationships about early childhood educators' attitudes towards the integration and behavioral intention of digital learning tools into young children's innovative pedagogical activities using a questionnaire survey. The questionnaire consisted of five factors, including digital innovative value (DIV), digital innovative practices (DIP), perception of instructional use (PIU), instructional professional autonomy (IPA), and behavioral intention to use (BIU). The researcher used structural equation modeling to analyze the survey data. The results showed that early childhood educators' perceptions about innovative value and applications of digital learning activities play a key role in the success of young children's performance and competence in preschool. The early childhood educators with positive attitudes towards the innovative consideration and practical instructional applications of digital learning activities had more behavioral intention to plan and design instructional activities with innovative applications of digital learning tools.

show abstract

“…Technology, however, is not a panacea: although the Joint Information Systems Committee (2006) acknowledges that the use of technology has the potential to increase the variety and adaptability of what institutions offer, it also warns that it does not guarantee high-quality teaching or learning. In response to the changing needs of its student body, one UK institution recently introduced a flexible teaching space in which staff could experiment with novel teaching ideas and activities that utilized new technologies (King, Joy, Foss, Sinclair, & Sitthiworachart, 2014). Annan (2008) notes that one of the major barriers to the free flow of ideas from academic staff is concern about the lack of support, but King et el.…”

Section: Literature Reviewmentioning

confidence: 99%

To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students?

Jones

Sutcliffe

Bragg

et al. 2016

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

Capital expenditure at UK universities is rapidly rising, with new buildings erected on the premise that national and international competitiveness must be maintained. We examine students' engagement with and reliance on university estate, and explore broader questions about the extent to which university building design can support, and indeed change, students' approaches to learning. Drawing on data collected from 10 staff members and over 200 students at a major UK institution, including detailed one-to-one interviews, we capture users' often complex interactions with their university environment. Our findings confirm that when asked what would most improve their learning experience, students do not rank building design highly; interactional factors, such as contact time with staff, are considered more valuable. Our conclusion is that returns on capital investment would be boosted if pedagogical needs were prioritised more highly in the design of university buildings, and pedagogical opportunities communicated more clearly to users upon completion.

show abstract

Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy

Cited by 15 publications

References 14 publications

Untitled

Untitled

The Early Childhood Educators’ Attitudes Towards Innovative Instructional Applications about Digital Learning Activities for Young Children

To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students?

Contact Info

Product

Resources

About