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Volume Editor: JuliAnna Ávila
How would you implement Critical Digital Literacies in your own classrooms and educational programs?

You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Sixteen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling.

Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.
A Critical Review for Educators, Librarians, Families, Researchers & Writers
This is an enriched reference guide for picture books published by Canadian houses between 2017–2019. Chapters cover a brief history of picture books, key themes in contemporary Canadian titles (matching broad curriculum outcomes in education), and response activities, including frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. Also included are original interviews with a dozen rising stars in Canadian writing and illustration. While the book is specifically geared for educators, it also supports public libraries, research in Education, and future picture book creation as well as families who are interested in supporting reading development and related literacy activities in the home setting.
Volume Editor: Jayaluxmi Naidoo
Within the era of the Fourth Industrial Revolution, we are living in a technologically advanced society, and students and teacher educators need to be adequately prepared to succeed within this progressive society. Teaching and Learning for the 21st Century: Embracing the Fourth Industrial Revolution is an edited volume that situates teaching and learning for the 21st century within diverse contexts globally so that teacher educators could make sense of their professional knowledge, curriculum, classroom contexts and diverse students.

This book intends to frame and explore the different responsive and innovative pedagogies that are used for embracing the Fourth Industrial Revolution. Additionally, it aims to clarify some key concepts (for example blended learning, coding, digital, E-Learning, Internet, M-Learning, simulation and tools) in addition to other issues that surround teaching and learning for the 21st century. The book also exemplifies authentic case studies located within global contexts focusing on: the 21st-century curriculum, the 21st-century classroom environment, teachers in the 21st century and students in the 21st century.

Contributors from around the world (Australia, Indonesia, Mauritius, South Africa, Tanzania and the United States of America) share their innovations in education by interrogating research experiences and examples of good practice.
What We Say and Do Matters
Volume Editors: Katia González and Rhoda Frumkin
The ability of educators to provide a nurturing environment to support students’ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators’ personal and professional growth is also included.
Author: Alexis Kokkos
We live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them.

The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice.

Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives.
Teachers in schools nowadays are challenged to create inclusive learning environments and safe spaces for encountering diversity in values, cultures and religions, as well as in (dis)ability and talent. Classrooms are micro-cosmoses in which local and global issues are confronted and addressed.

This volume discusses the characteristics of good teachers and the teaching that is needed in today’s and tomorrow’s schools. The focus is on research-based perspectives, with contributions from several internationally renowned scholars on what constitutes good and quality in teaching-studying-learning processes. The chapters focus on good teaching and good teachers from perspectives concerning the fundamental and transversal features of what constitutes a good teacher. More specifically, it is argued that good teachers in tomorrow’s schools will need capabilities that reflect the purpose of education, values in education, and talent in education.

As an outcome, the book provides insights into how, in attending not only to the cognitive but also to the affective, behavioral, moral and spiritual domains, teachers are able to support holistic growth and learning among their students in schools of the 21st century. This volume discusses good teaching for schools in the future from the perspectives of school pedagogy, educational psychology, and neuropsychology.
Access to and participation in education are critical issues in contemporary South Africa. Awareness of inclusiveness and equality is not recent, having possibly first been described in the dawn of the millennium by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Drawing from the current framings in the SADC education systems the contributors argue that ICT has a key role to play in transformation, Africanisation and decolonisation of education.

Contributors are: Skye Adams, Najma Agherdien, Andrew Crouch, Andries Du Plessis, Nazira Hoosen, Katijah Khoza-Shangase, Mhulaheni Maguvhe, Khetsiwe Masuku, Sharon Moonsamy, Munyane Mophosho, Nomfundo Moroe, Ramashego Shila Mphahlele, Ndileleni Mudzielwana, Shonisani Mulovhedzi, Anniah Mupawose, Mapula Ngoepe, Moshe Phoshoko, Dhanashree Pillay, Roshni Pillay, Ben Sebothoma and Susan Thuketana.

Abstract

The open, distance and e-learning (ODeL) approach is a new and innovative way of providing flexible access to education. It has been adopted by different institutions and may bring down barriers to teaching and learning in education. Institutions are faced with the e-learning challenges of students who are studying through distance or e-learning platforms. This makes the internet, email, and other information communication technologies (ICTs) crucial teaching and learning tools. This chapter presents the advantages, disadvantages, and barriers to the use of ICT in ODeL. Recent research shows that the graduates of ODeL institutions from developing countries are treated as second class graduates. This chapter discusses the barriers to the use of ICT in open distance e-learning and works to foster an inclusive agenda in education. Barriers include the lack of infrastructure, inadequate time and staff available to assist students, lack of funds and technical knowledge, psychological barriers, and attitudes and beliefs towards ODeL. Educational stakeholders such as students, teachers, governments, and institutions must jointly work to mitigate the impact of barriers to ODeL delivery in empowering students and ensuring inclusiveness and equality through ICT. The chapter ends with a discussion of solutions and recommendations.

In: Empowering Students and Maximising Inclusiveness and Equality through ICT

Abstract

Community of practice (CoP) is one of the most cited social theories used to investigate a variety of topics, including those in the teaching and learning of mathematics. Noting that at the core of teaching is the facilitation of learning, it can be presumed that effective learning is informed by sound theories on learning. The theory of CoP situates the teaching and learning of mathematics in a participation framework where factors such as contexts and models such as information and communication technologies (ICTs) play a role. The current study presents the case of how e-tutors employed at one of the open and distance learning (ODL) institutions in the Southern African Development Community (SADC) region, are promoting the use of ICTs to enhance the teaching and learning of mathematics. Whereas the potential for the utilisation of ICTs in well-designed mathematics curricula has been explored, its successful usage was not reflected in the current study. The study suggests the need for learning approaches that are informed by the MP-model for full participation, aiming for inclusive education that promotes mathematical proficiency.

In: Empowering Students and Maximising Inclusiveness and Equality through ICT

Abstract

The process of identifying students experiencing barriers to learning is a critical step towards the provision of effective inclusive education. Teachers with a clear understanding of the need for identifying such barriers are predisposed to institute appropriate intervention programmes to identified individuals. As such, universities, as one of the teacher training institutions, are expected to produce teachers who can deliver on that mandate. It is the aim of this chapter to explore ways in which student teachers can be empowered with the skills to identify early barriers to learning to ensure inclusiveness and equality in education through information and communication technology (ICT). This chapter uses a theoretical review of literature to discuss the importance of early identification, factors of influence, and challenges faced, among other issues. It is recommended that urgent and extensive training programmes on ICT be conducted to make sure that student teachers are empowered to teach inclusive classes. Terms considered key in this chapter are defined as the discussion unfolds.

In: Empowering Students and Maximising Inclusiveness and Equality through ICT