Critical Studies in Teaching and Learning最新文献

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.627

Najma Agherdien

引用次数: 0

What is critical in EdTech research? 什么是教育科技研究的关键?

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.651

D. Gachago

{"title":"What is critical in EdTech research?","authors":"D. Gachago","doi":"10.14426/cristal.v11isi.651","DOIUrl":"https://doi.org/10.14426/cristal.v11isi.651","url":null,"abstract":"There are a number of editors on the CriSTaL editorial board, whose interest is in educational technologies, emerging technologies, ICTs in education, digital education and digital pedagogies, which are some of the many terms that are used in our field. These are usually the editors I, Daniela, as managing editor, draw on, when we get submissions from authors on issues around the use of technology in learning and teaching. We receive many submissions, especially since the COVID-19 pandemic, but the rejection rate is also increasing due to the majority of the papers failing to meet CriSTaL’s aim and scope. I invited some of my editorial board colleagues into a conversation to chat about what we would like to see in a paper tackling technologies in learning and teaching and which papers we feel do not suit CriSTaL’s aims and scope. The colleagues who joined me in this conversation were Dr Najma Agherdien, who is in Curriculum and Teaching at the University of Witwatersrand and Dr Nicola Pallitt, an educational technology specialist and senior lecturer at Rhodes University. We shared our reflections with other members of the board, such as Paul Prinsloo, Research Professor in Open and Distance Learning (ODL) in the College of Economic and Management Sciences at the University of South Africa, and Tutaleni Asino, Associate Professor in the Learning, Design and Technology Program at Oklahoma State University, and invited our critical friend Laura Czerniewicz, emeritus professor at the Centre for Innovation in Learning and Teaching at the University of Cape Town, to get an outside perspective as well.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976273","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

Investigating critical thinking in higher education in Latin America: Acknowledging an epistemic disjuncture 调查拉丁美洲高等教育中的批判性思维:承认认知脱节

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.624

Carolina Guzmán-Valenzuela, Roxana Chiappa, Andrés Rojas-Murphy Tagle, Nagwa Ismail, Liliana Pedraja Rejas

引用次数: 3

Towards understanding the influence of rurality on students’ access to and participation in higher education 探讨农村因素对学生接受和参与高等教育的影响

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.643

Hellen Agumba, Z. Simpson, A. Ndofirepi

引用次数: 0

Unpacking the notion of ‘criticality’ in liberatory praxis: A critical pedagogy perspective 解放实践中“批判性”概念的拆解:批判教育学视角

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.644

G. Nomdo

引用次数: 0

Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global COVID-19 pandemic 在全球COVID-19大流行的第一年，威特沃特斯兰德大学的教师团队对写作强化课程的质量和思维方式的思考

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.583

Pam Nichols, Avril Joffe, R. Pillay, Bontle Tladi

{"title":"Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global COVID-19 pandemic","authors":"Pam Nichols, Avril Joffe, R. Pillay, Bontle Tladi","doi":"10.14426/cristal.v11i1.583","DOIUrl":"https://doi.org/10.14426/cristal.v11i1.583","url":null,"abstract":"Writing Intensive (WI) courses depend on student engagement and continuous responses to student work. The sudden move to online learning in the face of COVID-19 presented profound challenges to this model. This is unsurprising since it is widely accepted that globally the quality of learning, particularly the acquisition of deep literacy, declined significantly throughout the pandemic (OECD, 2021; Garfinkle, 2020). This paper draws on the reflections of three course teams in different disciplines and follows the method pioneered by John Bean and Barbara Walvoord in the evaluation of writing programmes (Bean, et al., 2005). It mines iterative and comparative teacher team reflections but does not seek to provide quantitative data on ‘proof of impact’. From the evidence of these three courses, it is suggested that student learning and problem solving can be enhanced through the explicit teaching of the types of reasoning required, in these cases analogic, empathetic, and inferential. The argument is located within wider international arguments on the crisis of deep literacy and the work of The Organisation for Economic Cooperation and Development on developing literacy skills in a digital world (OECD, 2021).","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66975575","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

Problematising the South African Higher Education inequalities exposed during the Covid-19 pandemic: Students’ perspectives 解决2019冠状病毒病大流行期间暴露的南非高等教育不平等问题:学生的观点

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.668

Corinne Knowles, Abongile James, Lebogang Khoza, Zikhona Mtwa, Milisa Roboji, Matimu Shivambu

引用次数: 0

Immanent and diffractive critique in scholarship and publication 学术与出版中的内在与衍射批判

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.629

V. Bozalek, Nike Romano

引用次数: 0

Karen Barad as Educator: Agential Realism and Education 卡伦巴拉德作为教育家:代理现实主义和教育

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.682

P. Du Preez

引用次数: 1

Learning-centred assessment validation framework: A theoretical exploration 以学习为中心的评估验证框架:理论探索

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.613

O. Ijiwade, D. Alonzo

引用次数: 0