18,238 research outputs found
ICT and applied linguistics â A project approach
This workshop discusses and shows examples of student-created ICT projects developed as part of Applied Linguistics coursework. A âTop 20 Site Searchâ asked students to select sites to recommend to other (novice) teachers of English. Besides student learning resources,
they also located resources of use to teachers for lesson planning, test development, and so on. A similar project was conducted with students in a graduate Materials Design course. Students submitted their top sites, which were compiled and made available on web CT. In class, they took turns showing the best features of their favorite sites. Perhaps the best example of learner motivation linked to IT comes from undergraduate courses in first and second language acquisition. Although not explicitly asked to use IT, the better projects integrated digital video clips so as to show samples collected during their research. Another
example is a fieldwork âscrapbookâ presented via Power Point. It is clear that students went well beyond the requirements of the assignment when implementing and presenting their projects. IT was obviously a valuable tool and even a motivator for students as they explored
language learning issues, processes and concepts
Itâs Not Brain Science⊠Or Is It? How Early Second Language Learning Can Impact Future Achievement
Capstone paper from 2015 spring MPA program. Instructed by Allen Zagoren.We live in a global economy, yet U.S. citizens lag far behind in the knowledge of other countriesâ languages, cultures, customs, geographies and peoples. Equipping the next generation with foreign language skills as well as knowledge of other cultures and customs will not only provide increased career opportunities for individuals but also aid in the future success of the U.S. economy. The U.S. educational system does not stress the learning of language beyond English: K-12 curriculum is rigidly mandated, budgets are tight, class time and teacher training is limited, and language programs are often among the first to be cut during budget crises. There is a time period when a childâs brain is developing and most receptive to learning, and that is early childhood. If the seed were planted in a child before he/she enters kindergarten to learn the basics of a foreign language and culture, perhaps that knowledge could be nourished throughout the rest of their lives, preparing those children to embrace cultural differences, live and compete more successfully in an evolving and diverse world, and be better equipped for later education. Besides examining the current state of foreign language education in the U.S. and how learning occurs, the benefits of foreign language learning in relation to business and human relations are examined in this paper. Multiple solutions to solving the foreign language deficit are mentioned including a proposal for an early-learning language program
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Centering the Marginalized Identities of Immigrant Students of Color in the Literacy Classroom
The widespread degradation of immigrant communities of color in the Unites States has made the correlation between racial and linguistic discrimination increasingly clear. This paper describes some of the ways that the co-construction of race and language, or raciolinguistic ideologies (Flores & Rosa, 2015), further marginalize children of immigrant communities in schools. Attention is particularly drawn to literacy classrooms of all grades, where studentsâ linguistic identities are pushed aside as monolingual middle-class White language practices set the standards for reading, listening, speaking, and writing instruction. The author calls for educators to embrace translanguaging (GarcĂa, 2009) as a way to dismantle raciolinguistic hierarchies at the classroom level. Concrete examples of how a translanguaging approach can be implemented to center the identities of immigrant children and children of immigrant families in literacy classrooms are provided.Educatio
GJR Volume 33 Number 1 Spring 2010
The Georgia Journal of Reading\u27s Spring 2010 issue includes:
Message From the Editors by Elizabeth Pendergraft (pg.5)
Presidentâs Page by Sallie Averitt Miller (pg. 6)
Using Childrenâs Literature as a Resource Within Middle Grades Social Studies Curriculum by Christine A. Draper (pg. 7)
Critical Literacy: From Theory to Practice by Katie Simon Kurumada (pg. 12)
Extra! Extra! Read All About It!: Tapping Studentsâ Popular Culture Interest Through An Elementary School Newspaper by Andrew Huddleston (pg. 16)
Can Digital Storytelling Improve Literacy Outcomes for Students with Autism? by Brent Daigle and Margaret-Mary Sulentic Dowell (pg. 25)
Project Pen Pal: A Win-Win Service Learning Project for College Students and First Grade Children by Michelle Haney (pg. 35)https://digitalcommons.kennesaw.edu/gjrarchive/1001/thumbnail.jp
Visualization Empowerment: How to Teach and Learn Data Visualization
The concept of visualisation literacy encompasses the ability to read, write, and create visualiza- tions of data using digital or physical representations and is becoming an important asset for a data- literate, informed, and critical society. While many useful textbooks, blogs, and courses exist about data visualizationâcreated by both academics and practitionersâlittle is known about 1) how learning processes in the context of visualization unfold and 2) what are the best practices to engage and to teach the theory and practice of data visualization to diverse audiences, ranging from children to adults, from novices to advances, from students to professionals, and including different domain backgrounds. Hence, the aim of this Dagstuhl Seminar is to collect, discuss, and systematize knowledge around the education and teaching of data visualization to empower people making effective and unbiased use of this powerful medium. To that end, we aim to:âą Provide a cohesive overview of the state-of-the-art in visualization literacy (materials, skills, evaluation, etc.) and compile a comprehensive handbook for academics, teachers, and practitioners;âą Collect and systematize learning activities to inform teaching visualization across a widerange of education scenarios in the form of a teaching activities cook-book.âą Discuss open challenges and outline future research agendas to improve visualization literacyand education.Besides those outcomes, we aim to facilitate interdisciplinary research collaborations among attendees; researchers, practitioners, and educators from a wide range of background including data visualization, education, and data science
Using Participatory Media and Public Voice to Encourage Civic Engagement
Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth. Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs ("web logs," web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on "public voice," should be considered a pillar -- not just a component -- of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy
Civic Identities, Online Technologies: From Designing Civics Curriculum to Supporting Civic Experiences
Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth.Youth today are often criticized for their lack of civic participation and involvement in political life. Technology has been blamed, amongst many other causes, for fostering social isolation and youth's retreat into a private world disconnected from their communities. However, current research is beginning to indicate that these might be inaccurate perceptions. The Internet has provided new opportunities to create communities that extend beyond geographic boundaries, to engage in civic and volunteering activities across local and national frontiers, to learn about political life, and to experience the challenges of democratic participation. How do we leverage youth's interest in new technologies by developing technology-based educational programs to promote civic engagement? This chapter explores this question by proposing socio-technical design elements to be considered when developing technology-rich experiences. It presents a typology to guide the design of Internet-based interventions, taking into account both the affordances of the technology and the educational approach to the use of the technology. It also presents a pilot experience in a northeastern university that offered a pre-orientation program in which incoming freshman designed a three-dimensional virtual campus of the future and developed new policies and programs to strengthen the relationship between college campus and neighbor communities
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