Evidences of lay people’s reasoning related to climate change: per country and cross country results

This deliverable is about lay citizens’ reasoning about sustainability, in particular environmental protection and climate change, in various consumption domains, and the relation of this reasoning to the day-to-day lives of the participants. It presents country and cross-country findings from all 18 STAVE trials conducted between May 2011 and February 2012 in all six PACHELBEL partner countries. Analyses demonstrate that participants in the STAVE trials predominantly display a clear awareness that citizen consumption as demonstrated in their everyday practices of energy use, mobility, waste etc. are strongly connected with issues of environmental sustainablility. The STAVE trials also demonstrated that to live sustainably is a daily challenge, and people are often not able to organize their everyday routines in an environmental-friendly manner. Frequently there is a gap between participants’ aspirations and their practical behaviours. Significantly, the group conversations enabled participants to become aware that the self-assessed soundness of their everyday lives in terms of sustainability was at variance from the actual impact of e.g. their energy use or or mobility practices

Spartan Daily, September 24, 1984

Volume 83, Issue 17https://scholarworks.sjsu.edu/spartandaily/7203/thumbnail.jp

Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers

German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers\u27 descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants\u27 decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants\u27 classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants\u27 perception of their own identity and their students\u27 identities influences their classroom technology integrations