The Use of Mobile Technologies by Immigrant Adolescents in Coping With the New Language and With Their Formal Studies

Zilka, Gila Cohen

doi:10.4018/978-1-5225-8106-2.ch010

Cited by 12 publications

(17 citation statements)

References 38 publications

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“…Digital literacy (OECD, 2018(OECD, , 2019a(OECD, , 2019bZilka, 2017aZilka, , 2019b refers to the "21st century skills" required in the process of learning in digital environments that relate to identifying the need for information, finding information, evaluating information, writing, processing, and integrating information using a variety of digital tools; understanding the characteristics, benefits, and limitations of digital environments; and being able to use a range of tools and commands, and to combine different tools, as formulated in the principles outlined by the OECD (2019a)…”

Section: Digital Literacymentioning

confidence: 99%

“…A questionnaire with closed and open-ended questions. The questionnaire relies on the following questionnaires used in previous studies: Digital Literacy Questionnaire, Digital Gap Indices Questionnaire, Self-Efficiency Questionnaire, Motivational Questionnaire, and Challenge Questionnaire (Bandura, 1986;Lazarus & Folkman, 1988;Pintrich et al, 1991;Zilka, 2017aZilka, , 2017bZilka, , 2019aZilka, , 2019bZilka et al, 2019).…”

Section: Research Toolsmentioning

confidence: 99%

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Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

Zilka

2021

IISIT

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

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Section: Digital Literacymentioning

confidence: 99%

Section: Research Toolsmentioning

confidence: 99%

Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

Zilka

2021

IISIT

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“…Researchers (Jan et.al., 2016;Johnson et.al., 2011;Zilka, 2019a) found that integration of digital environments in the learning process makes it possible to make learning part of the learners' daily activities, foster student engagement, collaboration, and more. It also creates equal opportunities for students with special needs, accessibility problems, etc.…”

Section: Integrating Digital Environments In Working With New Immigrant Youthsmentioning

confidence: 99%

“…The aim of the present study was to examine the experience of absorption of new immigrant adolescents in the digital age, through the eyes of mentors working with them, from the mentors' social-emotional perspective of themselves and their charges, with respect to assistance to adolescents in social and emotional aspects; belonging vs alienation; integrating digital environments in the work of the mentors with new immigrant youths; and the social-emotional aspects of the mentors' work. Comparison of the adaptation of immigrants in the age of developed digital environments with that of immigrants in previous decades (Choi, 2008;Maldonado-Molina et.al., 2011;Rossiter & Rossiter, 2009;Spallek et.al., 2010;Yearwood et.al., 2007;Zilka, 2019aZilka, , 2019b shows that immigrants feel that the transition from the country of origin to the new country is not a sharp one, as it allows contact with those who remained in the country of origin. Immigrant youths view digital environments as a door to a global world, open and full of possibilities and information, compensating for the shortcomings and difficulties they encounter in the new country and for the physical distance between them and their friends and loved ones who remained abroad.…”

Section: Introductionmentioning

confidence: 99%

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The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

Zilka¹

2021

RES

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Immigration of adolescents involves multiple, many-faceted changes. This study examined the experience of absorption of adolescents in Israel, in the digital age, through the eyes of mentors who work with them, from the mentors’ social-emotional perspective of themselves and of their students. In this mixed-method study, 122 mentors completed questionnaires with closed and open-ended questions, and wrote extensively about their difficulties. The findings show that most mentors (66%) worked hard to make their students part of the social fabric. Some of the mentors (34%) encountered problems resulting from misunderstandings and poor communication because of language difficulties and lack of control over pragmatic aspects in a sociocultural context. They strove to raise social awareness in the adolescents through observation, and to provide tools for reading and responding to behaviors, all the while encouraging social involvement. Mentors thought that digital environments helped them and the adolescents in their coping. Thanks to digital environments, especially smartphones, adolescents were able to blend into their new environment. Translation, databases, numerous applications, and groups on social networks respond to their needs and help with difficulties they encounter in real time, creating a sense of social connection and belonging.

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WhatsApp as a Support Tool for Language Learning Among Immigrants

Meishar‐Tal

Reuveni

Sofer

2020

Advances in Intelligent Systems and Computing

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The Use of Mobile Technologies by Immigrant Adolescents in Coping With the New Language and With Their Formal Studies

Cited by 12 publications

References 38 publications

Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

WhatsApp as a Support Tool for Language Learning Among Immigrants

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