Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons

How To Teach Speaking Based on The Principle of Multiple Intelligences

ABSTRACT Amanda Ayu Septary. K2211007. HOW TO TEACH SPEAKING BASED ON THE PRINCIPLE OF MULTIPLE INTELLIGENCES (A LIBRARY RESEARCH). A Thesis: Teacher Training and Education Faculty. Sebelas Maret University. Surakarta: 2018. The objective of this study is to describe the process of implementation multiple intelligences in teaching speaking. The method used in this research is library reserch method. The data of the research obtained from books, scientific journals, articles, and web sites. The research data were analyzed by using qualitative techniques through critical analysis. The result of the study is there are three steps in implementing multiple intelligences in teaching speaking. Those steps are: a) planning, b) implementation, and c) evaluation. In planning step, there are several steps in create the lesson plan based on multiple intelligences. Those are: a) focus on specific objective or topic, b) ask key multiple intelligences questions, c) consider the possibilities, d) brainstorm, e) select appropriate activities, f) set up sequential plan, and g) implement the plan. The use of multiple intelligences in teaching speaking provides teaching and learning activity based on the students intelligence, it effectively help the students to understand the material. Teachers should encourage communication among the other teachers, students, and the students’ parents to gather the students’ data. It can be concluded that multiple intelligences can support the teaching speaking activity. Keywords: multiple intelligences, teaching speakin

Anticipatory coarticulation in Hungarian VnC sequences

The duration of the vowel and the nasal was analyzed in the casual pronunciation of Hungarian words containing the sequence V n .C, where ‘.’ is a syllable boundary and C is a stop, affricate, fricative, or approximant. It was found that due to anticipatory coarticulation the duration of n is significantly shorter before fricatives and approximants than before stops and affricates.A teaching algorithm was used to distinguish between stops/affricates and fricatives/approximants in V n C sequences. We used an approach to the classification of C by means of the support vector machine (SVM) and the properties of Radial basis function (RBF) kernel (using MATLAB, version 7.0). The results show close to 95% correct responses for the stop/affricate vs. fricative/approximant distinction of C, as opposed to about 60% correct responses for the classification of the voicing feature of C

Representation Counts: Intern Teachers of Color and Their Perspectives of Teaching in a California County

Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a novice in the classroom. Without proper mentoring and support in these placements, teachers of color may perceive themselves as feeling less successful in the classroom. In this mixed methods study, the researcher investigated the types of support intern teachers of color need in successfully completing their teacher preparation program. Quantitative data were collected using archival research to determine perceived levels of preparedness by intern teachers of color. In alignment with explanatory sequential method, interviews were conducted to gather qualitative context to explain the quantitative data. Three themes emerged from the data analyses that formed these theories: (a) as a new teacher, it is common to feel overwhelmed, confused, or frustrated while trying to balance multiple demands; (b) teaching racially diverse students presents unique challenges; and (c) to thrive as a teacher, it is crucial to seek support from colleagues, mentors, and support networks. Implications for practice include systematizing strong mentorships, implementing teacher team models, and training intern support networks on cultural awareness. These findings provide information to intern programs about the types of support needed to be culturally responsive to the needs of both diverse teachers and the students they serve

The Information Society and the International Technology Transfer

The subject of this paper, based on the existing technologies, and on the wide frequency internet-access, is an analysis of the international technology transfer process using the e-learning concept, using traditional and modern methods and techniques and the IT&C technologies and leading to the understanding of the knowledge and abilities of this field. This paper points out the importance of the international technology transfer both between countries or firms, but also the essential role of the superior academic teaching in the workforce production. They should handle this international transfer and should also create a new technology that would eventually make the object of an international transfer and may serve the development of our society. Thus, central issue to this paper is the development of the information and communication science and technology that could create a new range of products and services, due to a more rapid innovation process. Managers should thus permanently consider exploiting the knowledge potential in order to ensure the competitive advantages and to increase productivity. A positive impact application amongst youngsters should consist in an interactive virtual environment, where participants could support the development of technological programs launched by the big companies in the field of high-tech.technology transfer, eficiency, e-learning

Google Classroom as a Tool of Support for Flexible Learning in the New Normal

The global crisis of the COVID-19 pandemic affected all areas of life significantly paving the way to the new normal set-up. In response, the higher education system in the Philippines opted to implement flexible learning as its delivery model. Flexible learning unlocked critical areas in redesigning the pre-pandemic learning and teaching paradigm, one of which is the deployment of learning management systems or online platforms to contribute to the effective implementation of flexible learning. The present study attempts to explore Google Classroom’s potentials and acceptability as a tool of support to flexible language learning and teaching. A survey questionnaire was given to a group of 44 university students who completed the Purposive Communication course. Using the Technology Acceptance Model (TAM) analysis of data, the findings revealed that the majority of the students agreed that Google Classroom could provide accessibility, utility, and students’ satisfaction. Similarly, students agreed it could support communication and interaction and instruction delivery in flexible learning. Further, a qualitative-inductive approach using thematic analysis of the open-ended question in the survey questionnaire revealed that Google Classroom supports flexible language learning through the following: (a) easy monitoring of tasks, assignments, projects, and announcements; (b) excellent storage of learning materials (ex. backup files); (c) motivates students to manage time; and (d) motivates students to perform well. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning, provided that responsive and timely faculty guidance is in place

Teaching moves and rationales of prospective elementary school teachers in one-on-one mathematical conversations with children

The narrative of what it means to be teachers and learners of mathematics is changing, redefining what we consider our vision of high-quality mathematics instruction to be. Therefore, we must think about how to support prospective and practicing teachers in enactment of this evolving vision. Responsive teaching is one type of teaching that encompasses this vision—one that requires teachers to attend to the details of children’s mathematical thinking and find ways to build on their ideas. Finding ways to elicit and build on children’s mathematical thinking using teaching moves (i.e., questions, statements, or actions) is challenging, which suggests that teacher educators need to consider the perspectives of those enacting this vision. Only then, can we find effective ways to support its enactment. Eliciting the perspectives of prospective teachers is particularly important because they often carry feelings of anxiety about teaching mathematics and uncertainty about what teaching moves to use in the moment with children. Further, similar to research that describes the importance of teachers being responsive to children’s mathematical thinking, this study is built on the assumption that it is important for teacher educators to be responsive to the thinking of prospective teachers. The purpose of this study was to understand the teaching moves and rationales of prospective teachers as they engaged with children solving mathematical story problems prior to the start of their teacher education program. Using a monostrand conversion mixed-methods design, I investigated the prospective teachers’ teaching moves, rationales, and the relationship between them. Specifically, I observed prospective teachers engaging in one-on-one problem-solving interviews with children to capture the teaching moves they made. Through stimulated-recall interviews, I retrospectively elicited their rationales for making those teaching moves. Problem-solving interviews and stimulated-recall interviews were analyzed both qualitatively and quantitatively. Examination of teaching moves enacted during problem-solving interviews showed prospective teachers used a range of teaching moves that fell into three main categories: (a) comprehending story problems, (b) exploring details of children’s mathematical thinking, and (c) telling information to children. Further, when prospective teachers enacted teaching moves in each category, these teaching moves took a variety of forms. Findings also revealed unexpected strengths of prospective teachers as well as room to grow in their expertise. Exploration of rationales shared during stimulated-recall interviews indicated that prospective teachers had specific rationales for enacting their teaching moves. Broadly these rationales sometimes focused on benefitting children and sometimes focused on benefitting the PSTs themselves. Findings revealed five categories of rationales. Four were parallel categories within these two broad types including rationales focused on increasing comfort (both for children and prospective teachers) and rationales focused on enhancing understanding (both of children and prospective teachers). The final rationale category focused on benefitting children by guiding their problem solving. An exploratory investigation of the relationship between categories of teaching moves rationales showed that prospective teachers’ rationales were sometimes aligned and sometimes misaligned with the teaching moves they chose. This study contributes to the research base on responsive teaching with children, in particular as it relates to prospective teachers working with children by reporting the range of teaching moves prior to engagement in a mathematics methods course. I also categorized the prospective teachers’ rationales for their teaching moves into a framework that teacher educators can use to be responsive to the thinking of prospective teachers. In additions, suggestions for future research are provided. Finally, the findings have practical implications for working with prospective teachers on responsive teaching including: (a) increasing prospective teachers’ access to research based frameworks of children’s mathematical thinking (b) using artifacts of practice from prospective teachers’ work with children, (c) expanding prospective teachers’ repertoire of teaching moves for helping children comprehend story problems, and (d) asking prospective teachers to reflect on their practice in more specific ways

The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity

In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually faded the students’ use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT self-monitoring recording sheet was in place the students’ engagement and academic productivity increased; however, when it was faded, the results varied. During fading, the students’ performance generally exceeded baseline conditions and compared adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring and also point to the mixed benefits of fading these procedures in inclusive environments

Teachers’ Code-Switching in Classroom Instructions for Low English Proficient Learners

Due to the alarming signals of declining proficiency level among English Language learners in Malaysia, this study set out to learn more about the learners’ perceptions of the teachers’ code-switching in English Language classrooms. The objectives of this study were to investigate a )learners’ perceptions of teachers’ code-switching, b)the relationship between teachers’ code-switching and learners’ affective support c) the relationship between teachers’ code-switching and learners’ learning success and d) the future use of code-switching in students’ learning. The study investigated 257 low English proficient learners attending Communication 1 proficiency course in a public university in Malaysia. A set of questionnaire containing 20 items using 5-points Likert-type scale was administered to measure the presence of code-switching in classrooms, the affective support and the learning success. The study proposed two hypotheses and the hypotheses were tested using Pearson product moment correlation analyses. The study found that learners perceived code-switching as a positive strategy due to the various functions it has. There are significant relationships between (1) teachers’ code-switching and learners’ affective support and (2) teachers’ code-switching and learners’ learning success. Learners also showed favourable support for future code-switching in the English classrooms. It is strongly believed that teachers’ code-switching is an effective teaching strategy when dealing with low English proficient learners

THE USE OF SOCIAL MEDIA FOR ACADEMIC PRACTICE: A REVIEW OF LITERATURE

Social media has become extremely popular among college students. It is estimated that several million students across the globe use these resources for personal interactions on a daily basis. As Web-based technologies are designed to support the social architecture of a community, educators and researchers are exploring the integration of social media in education. As scholars explore these new online communities, it is necessary to examine the use of social media tools by students of color, a segment of the population that has historically experienced inequalities associated with the use of and access to technology. The current literature review reports on (a) the use of social media by students and faculty; (b) the integration of social media in traditional and distance learning environments; and (c) the pros and cons of using social media for academic practice. The published research provides evidence that faculty and students are amenable to using social media tools for teaching and learning and such technologies support active participation, student engagement and increased community skills. While these are benefits to using social media venues for academic practice, critics argue that the medium imposes pedagogical limitations as well as legal and security ramifications