Primary children’s understanding and relationship with cartoon characters : a multimodal praxis-based research experience

This paper presents the research outcomes of a two-year research venture conducted by Attard (2019) which links theory to classroom-based praxis. In brief, the first part of the paper presents a sound theoretical grounding based on international literature about primary school children’s understanding and relationship with cartoon characters. Later, based on the critical theoretical literature review presented in the first part, the paper links the outcomes to two levels of praxis. Initially, it presents how nine / ten-year-old children attending Maltese primary schools understand and relate to cartoon characters based on their everyday cartoon watching experiences. Then, based on an original multimodal framework (Cremona, 2017), as a main conclusion, a set of practical multimodal suggestions are proposed. These suggestions are intended to be used by educators, parents or guardians with primary school children.peer-reviewe

English Major Students’ Perceptions of Using Animated Cartoons on English Vocabulary Knowledge of Rare Words in Malaysia

The rapid developments throughout language technologies have catered tremendous chances for learning and teaching vocabulary in second language learning. The development of vocabulary knowledge does not merely oscillate in academic vocabulary, high frequency vocabulary and technical vocabulary, English major students should also need to learn low-frequency vocabulary or rare vocabulary which enhance their language proficiency. In order to accommodate students with vocabulary knowledge of rare words, it should come with the best resort of teaching technique that can help them to learn in a meaningful way. One of the rarely used multimedia tools is animated cartoons. This paper aims at exploring the students’ perceptions of using animated cartoons in improving their English vocabulary knowledge of rare words in Universiti Sultan Zainal Abidin (UniSZA), Terengganu. Employing a semi-structured interview, the qualitative data collection method was conducted. Employing the qualitative data collection method, semi-structured interviews were conducted to six students who learned vocabulary using animated cartoons to obtain their perceptions towards these multimedia materials in improving the English vocabulary knowledge of rare words. The results of semi-structured interviews highlighted the positive responses from the students who preferred animated cartoons as these materials in improving their English vocabulary knowledge of rare words. In conclusion, this study contributes to the current literature on English vocabulary learning of rare words by exposing and underlining the impacts of animated cartoons which provide opportunities for students to encounter a conducive technological-based learning environment

Supporting the development of computational thinkingin children attending grades I–III of elementary schoolwith the use of new technologies as part of multimedia workshops with the EMPIRIA tablets

Nowadays, expected citizens’ competencies in the field of digital technology go far beyond the traditionally understood computer literacy and proficiency in using technology. Of course, these skills are still needed, but they are not sufficient in the times when computer science is becoming a common language of almost every field of life and equips them with new tools. The basic task of the school – literacy in the field of reading, writing and calculating – requires to be expanded by the literacy in the field of computer programming skills, which is essentially a systematic problem solving consisting of four sta-ges: decomposition, i.e. dividing a given problem into components; identifi-cation of occurring in it regularities, i.e. analysis, abstracting, i.e.; eliminating irrelevant elements and creating an algorithm, i.e. solving a given problem step-by-step problem. In computational thinking, the role of the computer is emphasized (then it is a kind of data arranging and formulating problems and solutions in such a way that they are understandable also for compu-ters and adds stages related to translating a solution into a language intelligible for a computer – programming, including coding, and also finding other appli-cations of a given algorithm solutions adapting to other contexts (http://www.ceo.org.pl/sites/default/files/newsfiles/elementy_myslenia_komputacyjny_wedlug_ceo.pdf ). Empiria organizes specialized workshops with the use of modern technologies whose aim is to integrate and expand the content of the core curriculum in the field of education, primarily IT education, according to the assumption that in the future children will become creators of digital culture, instead of being only its passive recipients. Practical training, which is carried out through tablets accessible to each participant, is the most impor-tant part of the classes. The values that Empiria follows are: modern education (using mobile technologies), empirical cognition (continuous and practical activity), mobility (availability of company services throughout Poland), joy, inspiration, freedom.Oczekiwane obecnie kompetencje obywateli w zakresie technolo-gii cyfrowej wykraczają poza tradycyjnie rozumianą alfabetyzację komputerową i biegłość w zakresie korzystania z technologii. Owszem, te umiejętności są na-dal potrzebne, ale nie są wystarczające w czasach, gdy informatyka staje się po-wszechnym językiem niemal każdej dziedziny i wyposaża je w nowe narzędzia. Podstawowe zadanie szkoły – alfabetyzacja w zakresie czytania, pisania i racho-wania – wymaga poszerzenia o alfabetyzację w zakresie umiejętności programo-wania, które w gruncie rzeczy jest systemowym rozwiązywaniem problemów składającym się z czterech etapów: dekompozycji, tzn. rozkładu na składowe danego problemu, zidentyfikowania występujących w nim prawidłowości, czyli analizy, abstrahowania, tj. eliminowania nieistotnych elementów, i tworzenia algorytmu, a więc rozwiązania danego problemu krok po kroku. W myśleniu komputacyjnym podkreśla się rolę, jaką odgrywają komputery (wówczas jest ono rodzajem porządkowania danych i formułowania problemów oraz rozwią-zań w taki sposób, by były zrozumiałe również dla komputerów), i dodaje etapy związane z tłumaczeniem rozwiązania na język zrozumiały dla komputera – programowanie, w tym kodowanie, a także znajdowanie innych zastosowań danego algorytmu/rozwiązania/adaptacja do innych kontekstów (http://www.ceo.org.pl/sites/default/files/newsfiles/elementy_myslenia_komputacyjnego_wedlug_ceo.pdf.) Empiria organizuje specjalistyczne zajęcia warsztatowe z wy-korzystaniem nowoczesnych technologii, które mają na celu integrację i po-szerzenie treści podstawy programowej w zakresie edukacji, przede wszystkim edukacji informatycznej, w myśl założenia, aby dzieci w przyszłości stały się twórcami kultury cyfrowej, nie tylko jej biernymi odbiorcami. Podczas zajęć najważniejsza jest praktyka, którą realizuje poprzez tablety każdy uczestnik. Wartości, którymi kieruje się Empiria, to: nowoczesna edukacja (z wykorzy-staniem technologii mobilnych), poznanie empiryczne (ciągła i praktyczna ak-tywność), mobilność (dostępność usług firmy w całej Polsce), radość, inspiracja, wolność

Designing a Program using Augmented Reality Technologies and some Interactive Educational Aids to Simplify Science of Remote sensing for Elementary School Students

The present research aims to develop innovative methods that simplify science. The author adopts the descriptive analytical approach by designing an electronic educational system that involve some electronic games that contribute to spreading awareness and culture of sensing and space in the Egyptian society. Teaching methods have been devised to motivate children and develop their skills, mix science with imagination and use interactive education based on Augmented Reality (AR) to search for minerals and rocks with satellite images. Thus, there is an interactive educational method based on augmented reality with cartoons and interaction to simplify sensor and space sciences. Augmented reality (AR) has gained increased recognition in various fields; learning via augmented reality technology will help learners comprehend learning content in a more creative frame of mind than ever before. It is substantial to understand the dynamics of augmented reality adoption to encourage students to employ this highly innovative and impactful type of technology in learning process

Efectos educativos de la animación de Hollywood (lenguaje persa) en los componentes de la socialización de los niños (estudio de caso de estudiantes de la escuela primaria Boyshehr (hombres), 1996-97)

The behavior of the child is one of the important dimensions of his mental health and will have significant consequences in his future life. The purpose of this study was to investigate the effectiveness of teaching Hollywood animations on the components of children's socialization. Using cluster sampling, 30 male students of elementary school in Bushehr city were selected. The instruments used in the study included Gersham and Elliot Social Skills Questionnaire (1990). The executive protocol also lasts for 12 sessions (2 90-minute sessions per week) including three Walt Disney Company, Pixar, and DreamWorks (2013-2016) animations, taking into account socialization factors including personal hygiene, party conventions Or collecting personal belongings. The analysis of covariance showed that there is a significant difference between the mean post-test scores of the experimental group and the control group's post-test, in terms of the degree of socialization, namely, cooperation, self-expression and self-containment. Therefore, the teaching of Hollywood animations can be used for the socialization of children.El comportamiento del niño es una de las dimensiones importantes de su salud mental y tendrá consecuencias significativas en su vida futura. El propósito de este estudio fue investigar la efectividad de enseñar animaciones de Hollywood en los componentes de la socialización de los niños. Mediante el muestreo por conglomerados, se seleccionaron 30 estudiantes varones de la escuela primaria en la ciudad de Bushehr. Los instrumentos utilizados en el estudio incluyeron el cuestionario de habilidades sociales de Gersham y Elliot (1990). El protocolo ejecutivo también tiene una duración de 12 sesiones (2 sesiones de 90 minutos por semana) que incluyen tres animaciones de Walt Disney Company, Pixar y DreamWorks (2013-2016), teniendo en cuenta los factores de socialización, como la higiene personal, las convenciones de la fiesta o la recolección de pertenencias personales. El análisis de covarianza mostró que existe una diferencia significativa entre las puntuaciones medias posteriores a la prueba del grupo experimental y la prueba posterior del grupo de control, en términos del grado de socialización, es decir, cooperación, autoexpresión y autocontención. Por lo tanto, la enseñanza de las animaciones de Hollywood se puede utilizar para la socialización de los niños

An iBook for Elementary Students: the Great Wall of China

Digital texts may provide learners with a richer reading and leaming experience as compared with traditional paper texts. Research suggests learners enjoy reading interactive texts and may spend more time with interactive materials. For my Leadership Application Project, I developed an interactive text for third grade students focused on the Great Wall of China and then tested it in several classrooms. I found that students showed a significant increase in content knowledge after using this book. In addition, they were engaging in learning and wanted to spend more time with the material, even when their assigned task was complete. This book will be used by third grade students in seven elementary schools in the Wayzata district and made available to other schools around the state of Minnesota that might also find this helpful in meeting the new social studies standards

Depict: A Tool to Represent Classroom Scenarios

A functional version of Depict can be found at www.lessonsketch.orgThis document describes design features of Depict, a web based software that allows users to represent classroom scenarios using comics. The document provides the conceptual bases of the design and a description of the user interface. The document also sketches out a direction for further development.This work has been done with support from NSF grants ESI-0353285 and DRL- 0918425 to Patricio Herbst.http://deepblue.lib.umich.edu/bitstream/2027.42/87949/1/Depict_2011.pdf-

THE EFFECT OF EDUCATION USING VIDEO ANIMATION ON ELEMENTARY SCHOOL IN HAND WASHING SKILL

ABSTRACT This study aims to determine the effect of education using video animation on an elementary school in handwashing technique. The sample in this study was elementary school students class VI Cigabus Serang, Banten. The instrument used in data collection is a validated test instrument. This study uses a quantitative approach with a quasi experimental single group pretest posttest design.The results of the study showed that the pretest revealed knowledge (26,7%) and excellent hand washing skills (8,3%), and in posttest revealed knowledge (70%) and excellent hand washing skills (73,3%). Handwashing health education using video animation was effective to increase the knowledge and skills of school children regarding the proper technique of handwashing in elementary school (p = 0.000) at a significant level α = 0.05. Education using video animation affects handwashing behavior among elementary school students.   Keywords: Video animation, Elementary school, Handwashing technique

Use of animation in engaging teachers and students in assessment in Hong Kong higher education

Animations have long been perceived as an effective tool in teaching and learning. While students’ reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes. At a research intensive university in Hong Kong, animations on the topic of university assessment policy, such as rubrics and grade descriptors, have been produced so that teachers can understand the latest policy quickly without attending lengthy workshops. It was found that a striking 95% of teachers reported gaining better understanding of assessment rubrics after watching the animation. This paper will present the findings from a small study on how teachers perceive the use of animations for their own professional development, and how they perceive the incorporation of animations into their own disciplines to engage students. Despite positive attitude towards the use of animation for teaching and learning, academics expressed practical and technical concerns.postprin