SIWI in an Itinerant Teaching Setting: Contextual Factors Impacting Instruction

In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these students receive specialized support from an itinerant teacher. D/hh children have unique language needs due to their access (or lack thereof) to natural language for acquisition purposes. Insufficient access to language, ASL or English, may be due to: delays in identification and/or amplification, auditory input being partial, and/or the lack of fluent sign language models (Strassman & Schirmer, 2012). D/hh students’ language proficiency has rippling affects, impacting their literacy, both reading and writing, and subsequently all subject areas. With d/hh students needing support for writing, especially given that state standards and national teaching organizations have emphasized the incorporation of writing in content areas (Gabriel & Dostal, 2015), itinerant teachers need to be prepared to provide writing instruction that meets the needs of d/hh students in this teaching context. The purpose of this study was to examine how Strategic and Interactive Writing Instruction (SIWI), a writing framework developed for instruction with d/hh students that is typically modeled in a classroom setting, was implemented by two itinerant teachers and if they found a need to adapt any components of the framework for their context. After analyzing video footage of a full unit of instruction, multiple interviews, and artifacts from each teacher, I found that the itinerant teachers’ instruction was not inherently different from their training. I also found that both teachers addressed their students’ theory of mind needs in different ways, and desired instruction and support in this area. While the participants worked with students using different modes of communication in districts with differing levels of support, both teachers expressed similar context-specific factors that impacted their implementation of SIWI, which were: time, district-specific variables, supporting writing in the general education classroom, and physical space/organization. Based on the findings, recommendations are provided

Flipped Classroom Model in English language learning.

The present research work aims to improve the teaching-learning process of the English language through the use of the Flipped Classroom model in students of A2 English Level at "Vicente León" Higher Technological Institute, during the academic period 2020-2021. The particularity of this research study allowed us to know the problems presented by the students during the teaching-learning process of the English language; for this a selected set of tips and strategies based on the Online Flipped Classroom Model were proposed; these tips and strategies will allow to improve the quality of English Language teaching. Besides, a handbook was created which contains a set of tips and methodological strategies for solving the indicated problem. This research work was qualitative because the researcher has collected and analyzed data to understand teachers' opinions and experiences with the Online Flipped classroom model during the class. The researcher has conducted an action research experience in which 4 lesson plans with Flipped classroom model in an A2 English level were implemented. Therefore, the main purpose of this research is to implement a didactic guide with tips and strategies based on the Flipped Classroom; in order to offer a pedagogical and didactic tool for teachers which facilitates their educational work, optimizes time, and develops collaborative learning in each student.El presente trabajo de investigación tiene como objetivo mejorar el proceso de enseñanza-aprendizaje de la lengua inglesa mediante el uso del modelo Flipped Classroom en alumnos de nivel A2 de inglés del Instituto Superior Tecnológico "Vicente León", durante el periodo académico 2020-2021. La particularidad de esta investigación permitió incidir en los problemas presentados por los estudiantes durante el proceso de enseñanza-aprendizaje del idioma inglés, para ello se propuso un conjunto seleccionado de consejos y estrategias basados en el modelo Flipped Classroom, que permitieron mejorar la calidad del inglés. Enseñanza de idiomas; para lo cual se elaboró un manual que contiene un conjunto de consejos y estrategias metodológicas para la resolución del problema señalado. Esta investigación fue cualitativa porque el investigador ha recolectado y analizado datos para comprender las opiniones y experiencias de los docentes con la teoría del modelo de aula invertida y su implementación durante la clase. El investigador ha realizado una experiencia de investigación-acción en la que se implementaron 4 planes de lecciones con el modelo Flipped Classroom en un nivel de inglés A2. Desde esta perspectiva, el objetivo principal de esta investigación es implementar una guía didáctica con consejos y estrategias basadas en el Flipped Classroom; con el fin de ofrecer una herramienta pedagógica y didáctica a los docentes que facilite su labor educativa, optimice el tiempo y a su vez desarrolle aprendizajes colaborativos en cada uno de los alumnos, los cuales son fundamentales para mejorar el aprendizaje de una segunda lengua

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction

This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected included surveys, interviews, and observations of the interviews. Data were analyzed using theoretical sampling, constant comparison, open coding, axial coding, and selective coding. Analysis indicated that instructors\u27 perceived greater satisfaction teaching in an ITV environment when the structure of the class was optimum for the course, the audio/visual technology worked effectively, the Web-enhanced component of the course ran smoothly, IT was available, quality training was offered, and transactional distance was perceived as minimal. This grounded theory provides positive social change for other educators and administrators who teach ITV by guiding their efforts to use ITV course delivery systems in ways that ensure the fulfillment of needs for both instructors and their students

Tracing translation of an education policy initiative (Maths Mastery) into primary school teachers' classroom practices: an actor-network theory ethnography

Teachers’ classroom practices in the English primary sector have long been subject to prolific intervention by government policy and policy initiatives. The influence of education policy and policy initiatives on teachers’ classroom practices has been discussed from multiple perspectives, including theories intended to increase effectiveness of policy implementation and others aimed at problematising government policy-led standardisation efforts. However, few studies empirically describe how policies come to be part of teachers’ classroom practices. This thesis seeks to address this gap in the literature. Drawing on data from a four-month short-term ethnography in a primary school in the north of England, I describe how one policy initiative – Maths Mastery – is translated into teachers’ classroom practices. I use a combined theoretical framework of actor-network theory (ANT) and literacy studies (LS) as a lens through which to view ethnographic data, drawing particularly on Callon’s four moments of translation to describe key moments in the adoption of the new policy initiative into existing classroom practices. The findings of this thesis offer schools, policy-makers and the academic field an example of the ways in which a government policy initiative interrupts and changes existing classroom practices by becoming part of the network of practices in a school. Material actors, particularly texts, are described as key to the establishment of changes to practices, and yet reliant upon the work of human actors, particularly spokespersons for the change. This thesis thus argues the value of attending to associations between human and non-human actors in studies of policy-based change

A study of the integration of technology in the school arts classroom

This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA

MENGEMBANGKAN KERANGKA PENILAIAN BERDASAR PADA EUROPEAN PROFILING GRID (EPG) PADA KEMAMPUAN MENGGUNAKAN DIGITAL MEDIA UNTUK PROGRAM STUDI S-1 BAHASA INGGRIS

Penelitian ini bertujuan untuk mengembangkan kerangka penilaian berdasar pada European Profiling Grid (EPG) pada kemampuan menggunakan digital media untuk Program Studi S-1 Bahasa Inggris. Data yang digunakan pada penelitian ini adalah kemampuan digital media yang ada di silabus lima universitas di Indonesia dan kemampuan digital media menurut pandangan EPG. Penelitian ini menggunakan metode penelitian desain dan pengembangan. Yang diadaptasi dari Nunamakers (1991). Tahap penelitian desain dan pengembangan terdiri dari mengindentifikasi masalah, mendeskripsikan tujuan, mendesain dan mengembangan produk, Fokus Grup Diskusi, dan revisi desain. bertujuan untuk mengembangkan kerangka penilaian, dua sub-pertanyaan diajukan. Jawaban dari sub-pertanyaan pertama adalah tiga universitas memiliki mata kuliah yang bertujuan untuk membekali mahasiswa nya dengan kemampuan menggunakan digital media. Ketiga universitas ini juga memasukan pada kemampuan menggunakan digital pada mata kuliah lain. Dua universitas tidak memyertakan kemampuan menggunakan digital media pada mata kuliah apapun. Jawaban dari sub-pertanyaan kedua adalah rata-rata tingkat kesamaan kemampuan menggunakan digital media di lima universitas sangat rendah. Rata-rata tingkat kesamaan kemampuan menggunakan digital media ini dijadikan sebagai dasar untuk mengembangkan kerangka penilaian. Lima belas soal dan sembilan topic ada di kerangka penilaian yang dikembangkan peneliti. Jenis penilaian yang dikembangkan adalah penilaian praktik. Topik yang dimasukan adalah Ms. Words, search engine application, file dan folder, Photoshop, PowerPoint, Excel, Instagram / Facebook/ Twitter, Google drive dan Edmodo. Kompetensi yang dinilai berada di tingkat menggunakan dan membuat. This research aims at developing assessment specifications on the basis of European Profiling Grid (EPG) digital media enabling competences for undergraduate English education program. The data used in this research are digital media enabling competence in the syllabi of five universities in Indonesia and digital media enabling competence in EPG document. This research applies Design and Development following the procedures adapted from Nunamakers (1991). The phases of DDR are identify the problem, describe the objective, design and develop the artifact, Focus Group Discussion (FGD) and design revision. To develop assessment specifications, two sub-questions are applied. Finding of the first question is three universities have independent course that equip students with digital media enabling competences. They also insert this competence in other courses. Two universities do not have this competence at all in their courses. Finding of the second sub-question shows that the level of similarity of digital media enabling competences in the existing syllabi and in EPG perspective is very low. The data of similarity level of digital media enabling competences in the existing syllabi and in EPG perspective then used by researcher to develop assessment specifications on the basis of EEPG digital media enabling competences. There are 15 item and 9 topics covered in this assessment specification. The assessment is in the form of performance assessment. The topics are covered are Ms. Words, search engine application, file and folder, Photoshop, PowerPoint, Excel, Instagram / Facebook/ Twitter, Google drive and Edmodo. The competence are assessed in the assessment specification are mostly in the level creating and applying

Information literacy and the secondary school

Maximising student attainment is a key issue for every secondary school. Student attainment can be improved by raising their information literacy levels. It is part of a school librarian’s role to promote these skills. This is complicated by the absence of information literacy in secondary school curricula, teachers’ low awareness of the concept and the lack of teacher training in the professional education of librarians. There are a range of definitions and different approaches to teaching information literacy published leading to conflict over choices. Overall there is a lack of empirically tested pedagogy, particularly for synthesis and assessment. This research explores what it means to be information literate and addresses the fundamental question of ‘How can we raise information literacy levels in a secondary school? The research strategy explored the teachers’ perspectives to ascertain their perceptions of information literacy, how it is currently taught by them and their understanding of the librarian’s role. The research was conducted in a secondary school where semi-structured interviews were used with a sample of twelve teachers selected by age, experience and subject. The analysis examined three diverse teacher voices and compared these with insights from the remaining nine teachers’ perspectives. The research findings show that teachers view information literacy differently. This is shaped by the role of information in their subject’s approach to learning. Student progress to higher information literacy levels requires a pedagogy that is situated in subject teaching, rather than generic sessions, with clarity of how skills are deployed in different subject contexts to support learning transfer and work that is differentiated to meet different learning needs. Conceptually it was found that information literacy is contingent upon the context in which it is being used. A new instrument has been designed depicting progress in information literacy to stimulate thinking about possible pedagogy and assessment