Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

Exploring Digital Equity Through Parent Perceptions of Students’ Use of 1:1 Devices: a Mixed Methods Approach

Over the last two decades, 1:1 initiatives, in which each child in a school building is provided a school-issued device, have increased dramatically around the world. However, the outcomes of such programs are not always clear and studies regarding 1:1 one programs have found mixed results. It is important to ensure that1:1 initiatives are equitable and do not perpetuate the digital divide. Many studies exist that examine use of 1:1 devices in schools from a teacher or student perspective. However, only a few studies examine the experience of 1:1 initiatives from a parent perspective and also focus on equity. The purpose of this mixed methods study was to explore parents’ perspectives about their child’s use of school-issued devices for learning and completion of schoolwork in school and at home. The setting for this study was a rural school district in the Mid-Atlantic region of the United States, which began implementing a 1:1 initiative several years ago. An online survey comprised of demographic questions, Likert-scale items and open-ended response was utilized to collect information regarding parents’ feelings about the devices. Results of the study find that parents are generally positive regarding the devices and feel they are important for their child’s learning, but parents still have some concerns. This study also found that access to reliable, high-speed internet is still a barrier in this rural community

The impact of contextual factors on the implementation of the e-education policy in previously disadvantaged areas in Cape Town: the teachers perspective

Despite the fact that it has been established that contextual factors affect implementation and implementation outcomes of ICT projects, there is a dearth of information on the impact of contextual factors on the implementation of the white paper in e-education in schools in previously disadvantaged areas in South Africa. To fill this gap, this study investigated how contextual factors affected the implementation and implementation outcomes of the white paper in e-education in schools in previously disadvantaged areas. In addition, the study sought to evaluate if these interventions added value to the teachers work. This study adopted a critical interpretivist approach and used the contextual interaction theory to guide the investigation. The research data was obtained through semi structured interviews with teachers and school management staff of public schools in previously disadvantaged areas in Cape Town, a panel discussion and review of the pertinent policy documents on Information Communication and Technology implementation in South African government schools. The findings of the study show that the implementation context, the history of the implementers, interactions between the policy actors and other issues that are in no way related to the implementation process affected the implementation process and outcomes. Furthermore, the implementation process was wrought with high degrees of ambiguity which is typical in public sector ICT policy implementation. The study also shows that there is need to have measures to evaluate ICT policy implementation which take into consideration the context in which the project exists and the perception of the intended recipients about the success or failure of the implementation. It is hoped that the results will assist those who carry out ICT implementation projects in disadvantaged areas in South Africa and similar context elsewhere insights into the implementation dynamics which can affect implementation outcomes. This thesis contributes to the knowledge base for effective implementation of e-policies, particularly in contexts such as previously disadvantaged areas by pointing out contextual issues and factors that mitigate against implementation efforts. The thesis also reveals practical implications for policy makers by highlighting the need for policies to be based on valid assumptions and be suitable to implementation contexts reflecting the needs, understandings and social realities of primary beneficiaries

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Perceptions and Use of Digital Technology by Educators Who Support Students with Disabilities in Public Schools: A Mixed Methods Study

The purpose of this explanatory, sequential, mixed-method study was to examine the perceptions and use of digital technology by educators supporting the needs of students with disabilities attending K-12 classrooms and any correlation between the assistive technology (AT) knowledge, skills, and needs of K-12 educators within Pennsylvania. Technology has become ubiquitous and has emerged in schools as a means for students to interact with academic content. The provision of 1:1 devices was accelerated by the COVID-19 pandemic, which created opportunities for educators to discover innovative features that made learning more accessible to all students. Results indicated educators recognized AT as helpful for all core academic classes, helped students complete their assignments, and assisted them in making academic progress. Much of the commonly used AT identified offered features that have become streamlined over time or are alternatives to non-digital items. Themes identified in the study were associated with (1) access and engagement, (2) technology integration factors, and (3) elements of AT use. Although AT was viewed positively by all participants, its integration was reliant on the comfort level of the educator, challenges experienced, and the training and support needed to effectively implement AT with confidence. Training on how to use devices, ideas for use in special education settings, and having the ability to try devices as part of the decision-making process were identified as currently working to promote AT use, whereas additional training on how to use AT in general education settings was identified as a need for improving AT implementation

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

Information and communication technologies integration into early childhood development education in Masvingo Province, Zimbabwe : a critical analysis.

Doctoral Degree. University of KwaZulu-Natal, Durban.ICT integration has been considered a silver bullet in different studies internationally. As a result, the multi-faceted Zimbabwean primary education system has made initiatives to adopt ICT. Early Childhood Development (ECD) has not been an exception to this as it is currently in the process of integrating ICTs into its curriculum. Teachers are now required to keep current with this development by integrating it into their classes. The aim of this study was to critically analyse the integration of ICTs in ECD education from the teachers’ perspective. The general image emerging from the literature about developing countries’ ICT education was that it is marred by severe lack of ICT resources, infrastructure, competence and funding challenges. To this end, research questions examined teachers’ ICT integration attitudes, competencies and challenges, and how ICT integration can be improved for ECD education. The Diffusion of Innovations and the Unified Theory of Acceptance and Use of Technology theories guided this study as analytic frameworks. A sequential explanatory mixed-methods approach using a cross-sectional survey was employed. Data were generated through questionnaires, interviews and focus group discussions in two phases. Questionnaires were administered in phase 1; interviews and focus group discussions in phase 2, based on outcomes of phase 1. The results indicated that the teachers’ attitudes were mostly positive. The research also unveiled the dearth of ICT resources and infrastructure in schools and ICT competencies among ECD teachers. To overcome resource constraints, the study discovered that teachers subserviently conformed to their employers’ requirements by using their personal resources. The most significant predictors of ECD teachers’ attitudes, accounting for 87.6% of the variance, were Perceived Usefulness, Extrinsic Motivation, Perceived Behavioural Control and Complexity. Therefore, there is need to embed ICT integration requirements into ECD education policies; for more parental and alumni support through fundraising activities; to improve training and extend it to all teachers prior to ICT integration. It is recommended that government urgently drafts an ICT policy on ECD education backed by an ICT audit conducted in all primary schools; recruits ECD experts to spearhead ICT integration; electrifies schools in rural areas; and introduces an ICT integration levy

Teachers´ Perceptions of Using Blogs in EFL Classes in Portugal

O presente relatório faz parte dos requisitos do Mestrado em Utilização Pedagógica das TIC na ESECS-IPL. Blogging é o ato de publicar conteúdo numa plataforma online, com o qual muitos utilizadores da Internet estão já familiarizados. No entanto, tem sido subutilizado em Inglês como língua estrangeira (LE) em Portugal. Assim, este estudo explora e examina as perceções que os professores de inglês a lecionar nos 2º e 3º CEB, bem como no nível secundário, em Portugal, têm relativamente aos benefícios e constrangimentos de trabalhar com weblogs (vulgo, blogues) nas suas aulas. A inclusão de objetivos relacionados com blogging nas Metas Curriculares da disciplina de Inglês e em outros documentos oficiais emanados do Ministério da Educação, bem como a crescente importância das literacias digitais na educação em todo o mundo, subjazem ao objetivo deste estudo de fazer uma modesta contribuição - no contexto português - para as formas como os professores de Inglês LE percebem o uso de blogues, e como os alunos podem beneficiar com o seu uso. Depois de definir as minhas motivações pessoais e profissionais para este estudo e seus objetivos no Capítulo 1, o Capítulo 2 abrange uma extensa revisão da literatura onde discuto o aparecimento de blogues, seguidos dos seus benefícios e constrangimentos quando usados em contextos de sala de aula, conforme identificados na literatura. O Capítulo 3 apresenta a fundamentação e metodologia do projeto de pesquisa, antes de explicar o procedimento de recolha e análise de dados através de questionários exploratórios aplicados aos professores de Inglês LE em seminários organizados pela Associação Portuguesa de Professores de Inglês (APPI) e um questionário piloto aplicado a todos os professores de Inglês a lecionar numa escola de 2º e 3º CEB na região de Leiria. Estas foram fases que me permitiram refinar o questionário principal, o instrumento primário de recolha de dados do estudo. O Capítulo 4 é uma análise e discussão dos resultados e padrões a partir dos dados obtidos com o questionário principal, usando uma abordagem essencialmente quantitativa, embora as questões abertas sejam analisadas a partir de uma perspetiva qualitativa, com enfoque tanto nos benefícios como constrangimentos dos blogues conforme identificado pelos inquiridos no questionário acima mencionado. iv O Capítulo 5 aborda as questões de pesquisa e até que ponto elas foram respondidas. Para facilitar esta tarefa, são apresentados constrangimentos ao nível macro e micro que os professores entendem como impactantes no uso pedagógico das TIC e ferramentas da Web 2.0 - incluindo blogues. Em seguida, são analisadas as implicações decorrentes do estudo, incluindo sugestões pedagógicas para o uso de blogues. Finalmente, as limitações do estudo são abordadas antes de possíveis projetos futuros, tendo este estudo como referência