'Always Connected’: Transforming Teaching and Learning in Higher Education

The argument of this chapter is that the idea that young people and students being ‘always connected’ should not be seen as being polarized into good or bad, but instead there is a need to see being connected as ‘learning at the interstices’. It also suggests that there is a need to be aware of the impact of digital governance on teaching and learning space. This chapter therefore introduce questions about the value and impact of always being connected and the impact and possible transformation it could have on teaching and learning in higher education.

Alternative approaches to education: Tolstoy’s thinking on teaching and learning and its relevance for today

In this article I reflect upon the educational writings and teaching experiences of the 19th-Century Russian novelist Leo Tolstoy. Tolstoy is known to have attached much importance to his own writing on education, even more than to the literary creations for which he is best remembered. His writings on education have much to contribute to our present-day understanding of the learning process and cover such issues as, ‘learner autonomy’, ‘motivation’, ‘relationship’ and ‘student voice’. Tolstoy’s teaching experience was with multiethnic peasant children in his schools in Yasnaya Polyana. I intend to illustrate that the themes and issues that arose from his experiences in the 1860s can still find resonance with students and teachers in the 21st century.

Recommendations to Create a Systemic Approach to Improving the Teaching and Learning of Iowa History in Iowa’s K-12 Schools / Iowa History Advisory Council (2016)

Report from the Iowa History Advisory Council on the following goals related to the teaching of Iowa history: Identify the current status of the teaching of Iowa history and the resources available regarding K-12 Iowa history instruction. Identify current materials that are dedicated to the teaching of Iowa history at the K-12 level. Study how other states and organizations implement state and local history. Study best practices for the teaching and learning of state and local history. Develop appropriate academic standards related to Iowa history. Provide recommendations to advance the study of Iowa history at the K-12 level.

Conditions for Teaching and Learning in Religious Education (RE) : Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden

In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.

Review of The young language learner: Research-based insights into teaching and learning

Introduction For a long time, language learning research focusing on young learners was a neglected field of research. Most empirical studies within the broad area of second/foreign language acquisition were instead carried out among adults in tertiary education and it was not until in the 1990s that the scope of research broadened to include also young learners, then loosely defined as children in primary and/or secondary education (see, for example, Hasselgreen & Drew, 2012; McKay, 2006; Nikolov, 2009a). In fact, some agreement upon how to define ‘young learners’ was not properly discussed until in 2013, when Gail Ellis (2013) provided some useful clarifications as regards how to label learners within the broad age-span that encompasses both primary and secondary school. In short, based on a literature overview, she concludes that the term young learners is most often used for children between the ages of five and eleven/twelve, which in most countries would be equivalent to learners in primary school.   Thus, since young learners did not catch much scholarly attention until fairly recently, research volumes on the topic have been scarce. However, with a rapidly growing interest in examining how small children learn foreign languages, there has been a sudden increase in terms of the number of books available targeting young language learners. A first, major contribution was Nikolov’s (2009b) Early learning of modern foreign languages, in which 16 studies of young language learners from different countries are accounted for. Another important contribution is the edited book that will be reviewed here, which specifically targets studies about various aspects of second/foreign language learning among young (mainly Norwegian) learners. Bearing in mind that Norway and Sweden are very similar countries in terms of schooling, language background, and demographics – only to give three examples of similarities between these two nations – it is particularly relevant for Swedish scholars within the fields of education and second language acquisition to become familiar with research findings from the neighboring country.   In this review, the editors and the outline of the book are first described, then brief summaries of each chapter are provided, before the text closes with an evaluation of the volume. 

Technical and Didactical Scenarios of Student-centered Teaching and Learning

In this paper we envision didactical concepts for university education based on self-responsible and project-based learning and outline principles of adequate technical support. We use the scenario technique describing how a fictive student named Anna organizes her studies of informatics at a fictive university from the first days of her studies to make a career for herself.(DIPF/Orig.)

The influence of initial teacher training in future teachers' perceptions about mathematics teaching and learning

ICEMST 2014 INTERNATIONAL CONFERENCE ON EDUCATION IN MATHEMATICS, SCIENCE & TECHNOLOGY PROCEEDING BOOK (pp.865-869). Disponível em http://www.2014.icemst.com/

The impact of teacher and student perceptions in relation to their teaching and learning practices

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

Teaching and learning sexuality in nursing education

Sexuality is recognized as part of holistic nursing care, but its inclusion in clinical practice and nursing training is inconsistent. Based on the question "How students and teachers acknowledge sexuality in teaching and learning?", we developed a study in order to characterize the process of teaching and learning sexuality in a micro perspective of cur- riculum development. We used a mixed methods design with a sequential strategy: QUAN → qual of descriptive and explanatory type. 646 students and teachers participated. The quantitative component used ques- tionnaire surveys. Document analysis was used in the additional component. A curricular dimension of sexuality emerges guided by a behaviourist line and based on a biological vision. The issues considered safe are highlighted and framed in steps of adolescence and adulthood and more attached to female sexuality and the procreative aspect. There is in emergence a hidden curriculum by reference to content from other dimensions of sexuality but less often expressed. Theoretical learning follows a communicational model of reality through ab- straction strategies, which infers a deductive method of learning, with a behaviourist approach to assessment. Clinical teaching ad- dresses sexuality in combination with reproductive health nursing. The influencing factors of teaching and learning of sexuality were also explored. We conclude that the vision of female sexuality taught and learned in relation to women has a projection of care in clinical practice based on the same principles.

The development of an eBook for teaching and learning mathematics

Mobile devices, smartphones, phablets and tablets, are widely avail‐ able. This is a generation of digital natives. We cannot ignore that they are no longer the same students for which the education system was designed tradition‐ ally. Studying math is many times a cumbersome task. But this can be changed if the teacher takes advantage of the technology that is currently available. We are working in the use of different tools to extend the classroom in a blended learning model. In this paper, it is presented the development of an eBook for teaching mathematics to secondary students. It is developed with the free and open standard EPUB 3 that is available for Android and iOS platforms. This specification supports video embedded in the eBook. In this paper it is shown how to take advantage of this feature, making videos available about lectures and problems resolutions, which is especially interesting for learning mathematics.

Online Resources for Improving EFL Teaching and Learning

El presente artículo plantea el beneficio de utilizar recursos en línea en la enseñanza del inglés. Destaca que los estudiantes fortalecerán, no solo el uso de la lengua meta, sino también el de los recursos tecnológicos. Para ejemplificar, se presenta una serie de ejercicios en línea que desarrollan diversas habilidades de la lengua meta como también las ventajas y desventajas del uso de los mismos. Por último, se comparten los resultados obtenidos de una encuesta aplicada sobre el uso de recursos en línea en las clases de inglés.The benefit of using online sources in the EFL class is analyzed here starting from the perspective that this helps students improve not only their use of the language but also their use of technology. Sample online exercises focusing on the development of different language skills are described here, along with the advantages and disadvantages of using online sources. Finally, the results obtained from a survey on the use of online sources in the EFL classes are presented.

Reading Between the Lines of Teaching and Learning

Some students lack reading skills due to biological or environmental factors. Accordingly, in my role as an educator, I would like to know if Dialogic Reading Strategies can help Spanish speaking caregivers to facilitate an interactive reading routine at home with their child.