Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland

Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students’ learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students’ learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.Peer reviewe

Challenges in Transcribing Multimodal Data: A Case Study

open2siComputer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments.Cited 10 times as of November 2020 including the prestigious Language Learning Sans Frontiers: A Translanguaging View L Wei, WYJ Ho - Annual Review of Applied Linguistics, 2018 - cambridge.org In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The … Cited by 23 Related articles All 11 versionsopenFrancesca, Helm; Melinda DoolyHelm, Francesca; Melinda, Dool

Challenges in transcribing multimodal data: A case study

Computer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments

Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic

Fostering Students Participation In Online Environments: Focus On Interaction, Communication And Problem Solving

Rapid technological advances in the areas of telecommunications, computer technology and the Internet have made available to tutors and learners in the domain of online learning, a broad array of tools that provide the possibility to facilitate and enhance learning to higher levels of critical reflective thinking. Computer mediated communication tools such as email, threaded discussion lists, chat rooms, voice over IP, and whiteboards, can enhance online interaction and the development of critical thinking skills, giving learners a real chance to make their learning experience as close to a face-to-face situation. For this to happen, instructors have to adopt teaching strategies that create a successful student-centred learning environment in which students feel motivated and comfortable to participate and construct knowledge and meaning. This paper discusses the learning opportunities the online environment provides and the pedagogical changes that entails for quality learning, and focuses on instructional practices that fostering students’ participation through appropriately designed interaction, effective communication and problem solving activities

Interface Literacy: Screencasts, GUIs, and Computer-Mediated Authorship

Our lives are increasingly mediated by computers and graphical user interfaces or GUIs. In education, computer-mediated learning often involves the integration of new technologies into the classroom context. In an educational environment in which courses have specific content, and in which students (and faculty) must learn the interfaces that enable them to access and engage the content, how might one move from more work for teachers and learners to a different kind of teaching and learning? Are there particular ways to weave technology and content together to move from an additive model to an integrated one that helps learners become active readers and users of GUIs, or interface literate? How might faculty teaching in computer-mediated environments cultivate what Cynthia Selfe (1999) has described critical technological literacy. Over two years, the proposing researcher began to address this question systematically in a course on writing in electronic environments. Using video tutorials (screencasts) for software acquisition and repeated emphasis on software and web-based GUIs, the researcher is attempting to cultivate in students an ability to comfortably and productively act upon a variety of computer-mediated writing tools. Existing research finds support for the value of screencasts for learning (for example, Choi & Johnson, 2007). At issue in the proposed presentation is the acquisition of a more generalized understanding of software tools and GUIs through exposure to a variety of interfaces and attention to some core features. The proposed presentation reports early findings from this project that uses screencasts and specific assignments to cultivate interface literacy.description = Interface literacy refers to the ability to read, navigate, and act upon the graphical user interfaces (GUIs) through which our work on computers is mediated. With almost all typical user interaction with computers occurring through GUIs, interface literacy is an important component of or gateway to information literacy. This presentation reports results from ongoing research into the utility of screencasts and engagement with multiple software tools in a specific college course context for the cultivation of interface literacy

Boosting effective teaching during pandemic Covid-19 through computer-mediated collaboration

This study offers how Computer-Mediated Collaboration (CMC), which has been commonly practiced, would give more benefits for effective teaching and learning during pandemic Covid-19. This study has been a starting and an initial endeavor to explore more about online teaching and learning. English teachers also face a high demand for technology use. With this situation, the teaching and learning process should adapt to technology involvement. The use of technology in education is manifested in diverse ways. One of them is through CMC for writing class. Using narrative inquiry as a research method, the investigation focuses on how CMC contributes to realizing successful instruction in its capacities to encourage students’ enthusiasm to learn. The data are multimodal narratives taken from one teacher’s experiences in teaching writing using CMC. The narratives reveal that CMC empowers students to have computer literacy without ignoring their need to have face-to-face interaction with others. Related to its effect on the students’ skills, CMC has given students experience editing and revising the essays more accurately as other students mediate the process. It also builds a sense of connectedness among teachers, students, and learning

Personalize Language-Learning Experience with Formative e-Feedback Tools in Canvas: Every Time, Any Time!

Due to the pandemic, automation in teaching and learning is rapidly transforming educational process. Its main goal is to reduce manual labor in repetitive tasks and to free up instructor’s time to create meaningful personalized teaching and learning experiences that support student success. Bridging technology-mediated instruction and meaningful personalized feedback poses a challenge for language educators. This presentation explores ways to incorporate personalized asynchronous formative e-feedback, using multi-modal CANVAS tools, into foreign language courses. The most significant component affecting student engagement and academic performance is the quality of their interaction with faculty. Instructors spend an average of 11 hours a week in preparation and routine class-management related activities. The effective use of e-feedback tools can substantially cut time for tracking attendance, grading, and assessment of learning, while at the same time maximizing student-faculty interaction. Through the sense of sound pedagogical strategies found in The Seven Principles of Good Teaching (1987), the presenter will show how to increase students’ motivation and support their progress toward language learning goals using target-language rich digital communications, audio and video feedback, multi-modal grading comments/rubrics, and high impact surveys. While examples of student work will be from Russian courses, the presenter will provide pedagogical recommendations for incorporating explicit and implicit e-feedback into proficiency–driven classrooms across disciplines, instructional levels, and modalities (in- person, blended, online). The presenter will demonstrate how discrete differentiation personalizes student learning. Participants will leave with fresh ideas, engaging pedagogical strategies, and useful tips on maximizing the use of instructional technology resources across disciplines. Interaction The presenter will engage participants to classify e-feedback types according to format and pedagogical focus (Chickering Principles, 1987), using a variety of real classroom examples and signature assignments. Using the TPS (think –pair –share) model, participants will reflect on strategies for maximizing learners’ engagement and improving their attitudes in both traditional and technology-rich learning environments. Handouts and visual prompts will promote small group discussions. Reflection Participants will make connections with their peers at other institutions and exchange ideas on how to best apply multi-modal e-feedback strategies in their own courses. Individually and collectively, they will broaden their perspectives on using Canvas tools as a part of the technology ecosystem for instruction, learning, and management. The presentation concludes with time for questions. Projected Outcomes: At the end of the session, participants will: identify specific ways of incorporating e-feedback into student-centered classrooms across disciplines. consider activities can be adapted for various instructional levels and delivery methods. receive practical tips on how to best apply multi-modal e-feedback strategies in their own courses. leave with examples of interactive teaching techniques models for incorporating them into curriculum

Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts