Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]最新文献

Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best Practices in Higher Education 远程学习背景下的技术教学应用——高等教育中的案例研究和最佳实践

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2022-02-01 DOI: 10.5772/intechopen.102032

A. Nayar

{"title":"Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best Practices in Higher Education","authors":"A. Nayar","doi":"10.5772/intechopen.102032","DOIUrl":"https://doi.org/10.5772/intechopen.102032","url":null,"abstract":"The pandemic has necessitated teachers to open up to the pedagogical applications of technology. The hand held devices that were until then, the only means of communication and casual conversations among informal communities, became vital modes of information delivery in the learning place. Teachers were caught off-guard by what was required of them and how they could make use of the resources at hand. Many institutions were not able to identify adequate trained manpower who could help them at that juncture. Looking back we can see that studies went off uninterrupted and courses were not delayed. It is heartening to see that, the pandemic, though it effected the lives of many sections of the society, education was least effected due to the pedagogical applications of technology, the availability of hand held devices and the net connectivity. The chapter draws upon, first hand experiences of teaching faculty of higher educational institutions and highlights the techno pedagogical case studies that have been deployed in the context of remote learning in the wake of the pandemic.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128797909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ Beliefs about Poverty: A Barrier We Must Face 教师的贫困观念:我们必须面对的障碍

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2022-01-24 DOI: 10.5772/intechopen.102323

Viviana Gómez, María Paz González, Pablo Gutiérrez

{"title":"Teachers’ Beliefs about Poverty: A Barrier We Must Face","authors":"Viviana Gómez, María Paz González, Pablo Gutiérrez","doi":"10.5772/intechopen.102323","DOIUrl":"https://doi.org/10.5772/intechopen.102323","url":null,"abstract":"The poorest children have the lowest educational results, which the neoliberal model has deepened. The State transferred its responsibility to private and municipalities through supply subsidies, but the amount did not ensure quality. To solve this problem, it provides an additional subsidy for each \"priority\" child, demanding accountability, but with high institutional and individual consequences. But the gap remains, and teachers are held accountable for these low results. The literature shows that teachers hold beliefs that prevent them from dealing constructively with this reality. Beliefs about poverty were investigated by asking 828 teachers from low and lower-middle SES schools with standardized test scores above and below the average of similar schools to point out four characteristics of vulnerable schools. The data were analyzed by means of thematic and semantic field analysis. A shared narrative was found, independent of the type of school, attributing failure to the degraded context that surrounds it, from which the families and children come. Neoliberal policies based on accountability have intensified the work of the teacher and the constant threat has led them to self-defense. There is an urgent need to change the approach if opportunities for the poorest children are to be improved.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129744010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inquiry-Based Fieldwork as Pedagogy for Exploring the World of Gendered Toys and Children’s Clothes 探究性田野调查作为探索性别玩具与童装世界的教学法

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2022-01-07 DOI: 10.5772/intechopen.101487

C. Odhiambo

引用次数: 1

Using Language as a Social Semiotic Tool in Virtual Science Instruction 虚拟科学教学中语言作为社会符号学工具的运用

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2022-01-07 DOI: 10.5772/intechopen.101814

Magdalena Pando

{"title":"Using Language as a Social Semiotic Tool in Virtual Science Instruction","authors":"Magdalena Pando","doi":"10.5772/intechopen.101814","DOIUrl":"https://doi.org/10.5772/intechopen.101814","url":null,"abstract":"This chapter offers a pedagogical approach for teachers in virtual science teaching that creates virtual hands-on practice for culturally and linguistically diverse (CLD) students to ‘do science’ and ‘talk science’. This chapter features the use of technology applications where elementary- and middle-school teachers create opportunities for students to interact with online simulations, make observations in science experiments, generate claims, gather evidence and reason about concepts to construct oral/written scientific explanations. Scientific explanations are a common discourse practice that scientific communities engage in by interacting with science phenomena during inquiry investigations and present their contributions to science knowledge. The chapter focuses on the practice of constructing explanations utilizing one remote instructional lesson design that would engage teachers of CLD students in online instructional planning. The sociocultural theoretical constructs of mediation and zone of proximal development (ZPD) inform the instructional methods used to create opportunities for CLD students to make sense of science phenomena. Sociolinguistic theory informs the use of language as a social semiotic tool to communicate sense-making. Sociolinguistic theory also guides explicit focus on the structural features of science language that inform language scaffolding and meaningful activity planning intended to promote content-specific language output (e.g. science explanations) by CLD students.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126431304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Learning Situation in the Computer-Oriented Centers for Children in Tunisia, Interchangeability, and Interdependence: Contexts, Challenges and Experience’s Building Ethnographic Approach 突尼斯儿童计算机中心的学习情况，互换性和相互依赖:背景，挑战和经验的建立民族志方法

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2022-01-05 DOI: 10.5772/intechopen.101736

Abdessatar Rejeb

{"title":"The Learning Situation in the Computer-Oriented Centers for Children in Tunisia, Interchangeability, and Interdependence: Contexts, Challenges and Experience’s Building Ethnographic Approach","authors":"Abdessatar Rejeb","doi":"10.5772/intechopen.101736","DOIUrl":"https://doi.org/10.5772/intechopen.101736","url":null,"abstract":"There are several non-formal learning experiences related to the use of computer technologies. Tunisia presents one of these experiences that merits study. I have devoted part of my research to this matter, non-formal education. In this chapter, I have studied the experience of the computer-oriented centers for children. The study was conducted in the educational year 2002–2003. The importance of the data in this study remains reliable to this day. The goals of this chapter is to examine (1) the impact of elements of non-formal learning situation to the informatics project realized by children in its centers, and (2) the impact of the problem situation to social reality shaping, and (3) the impact of the use of computer technology in a learning situation that is different from the formal learning. I consider that a careful constructivist analysis is required to achieve this objective. The results show that an organizational context that operates according to a logic in which social knowledge is interconnected. So, to attain these results I proceeded with an ethnographic approach. I observed 60 children in 67 sessions; each session lasted 1h: 30 mn. I analysed interactions between children and between children and their educators, its are the product of a cognitive and affective commitment, that oriented by the principle of reciprocity.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121949990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Gamification to Serious Games: Reinventing Learning Processes 从游戏化到严肃游戏:重塑学习过程

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-29 DOI: 10.5772/intechopen.101324

Cirit Mateus De Oro, Daladier Jabba Molinares, Ana María Erazo Coronado, Rodrigo M. Campis Carrillo

引用次数: 0

Classroom as Complex Adaptive System and the Emergence of Learning 作为复杂适应系统的课堂与学习的产生

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-26 DOI: 10.5772/intechopen.101699

Benjamin. Knight

引用次数: 0

Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective 转变小学数学课堂实践:领导者视角下的观念与创新

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-23 DOI: 10.5772/intechopen.101735

Karim Medico Letwinsky, M. Berry

{"title":"Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective","authors":"Karim Medico Letwinsky, M. Berry","doi":"10.5772/intechopen.101735","DOIUrl":"https://doi.org/10.5772/intechopen.101735","url":null,"abstract":"The purpose of this chapter is to highlight common challenges that school leaders encounter when seeking to implement change in the teaching and learning of mathematics at their schools. Specifically, the chapter will offer innovative ways that international elementary principals successfully have influenced systemic change in K-5 mathematics classroom practice. The challenges highlighted are not unique to international educators, but the context from which we speak is situated in the international educational environment. We offer practical, but theoretically based guidance for school leaders looking to implement, support, and sustain authentic change in the culture and practice surrounding the math development of students. The first half of the chapter will provide context and a situational perspective relative to the complex relationship between principals, as instructional leaders, and their ability to influence classroom change. Key events that have made conversations about the teaching and learning of mathematics prominent in schools around the world also are highlighted. The second half of the chapter details actionable ideas grounded in research that elementary principals or curriculum leaders can implement to help shift classroom teaching and learning at the elementary level. Ultimately, these shifts are designed to enable higher levels of mathematics achievement for all K-5 students.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127509027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective 南非非殖民化高等教育教学法的发展:学生的视角

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-22 DOI: 10.5772/intechopen.101287

Mamsi Ethel Khuzwayo

{"title":"Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective","authors":"Mamsi Ethel Khuzwayo","doi":"10.5772/intechopen.101287","DOIUrl":"https://doi.org/10.5772/intechopen.101287","url":null,"abstract":"This chapter presents views, opinions, and perceptions about the curriculum theories that propagate educational perspectives of social injustice, cultural exclusion, supremacy, socio-economic inequality, and inequity. The data collection method was question and answer and deductive reasoning conducted in small groups in education studies classes. Pieces of information recorded in video clips during the COVID-19 lockdown were analysed through qualitative procedures, transcribing verbal data, and sorting coded categories of data. First, the frequencies of statements indicating trends in thoughts form themes classified as convergent and divergent perspectives. The interpretation of themes identified during data analysis seeks to address the problem statement in this chapter, which is the paradigm shift for a conceptualised decolonised curriculum in South Africa. Thus, the research question asked in the study is “what principles should underpin pedagogical content knowledge (PCK) of pre-service teacher education and training?” The source of data was interviews and document analysis. The synthesis of the results drawn from the raw data was based on the theoretical and conceptual framework established from the works of scholarship researchers on decolonised education. The interpretation of the findings addressing the problem statement and the research question was presented through convergent and divergent perspectives that characterise the beliefs and thoughts of students about curriculums for decolonised education in South Africa. The study highlights uncertainties about the concepts, divergent conceptual stances on decolonised education, and the lack of uniformity in the perceptions of philosophical principles or foundations of perspectives on decolonised education.","PeriodicalId":269448,"journal":{"name":"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]","volume":"14 17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131932152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disparity in Higher Education Provision Caused by Technological Capabilities of Nations during Covid-19 Covid-19期间各国技术能力造成的高等教育供给差距

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] Pub Date : 2021-12-18 DOI: 10.5772/intechopen.101627

Bharti Pandya, Boo‐Kyoung Cho, Louise Patterson

引用次数: 1