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Effective Strategies For Improving Classroom Learning

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Question:

Discuss about the Effective Strategies for Improving Classroom Learning by Digital Technologies.
 
 

Answer:

Introduction

In the recent time, education has gone under constant ramifications. With the advent of the digital technology, the education has received a new mould. In the section, the influential educators deliberated on the nexus between supportive technology and teaching methods (Dell et al., 2016). At the same time, the scholars have focused on digital storytelling through a mediated forum (Sadik, 2008). The practitioners have highlighted the benefits of digital platforms like YouTube and Google+ for spawning new ideas (Robin, 2008). These notions are looming extremely large over the education horizon. The researchers opined that the usage of ICT (Integrated Communication Technology) is significant in moulding education practices in the existing time (Tinio, 2003). Based on the annotated bibliography, I have addressed the situation.

Annotated Bibliography:

Source 1

Citation:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.

Author/Audience:

Amy Dell is a professor and graduate organizer of Special Education programs at the College of New Jersey. Dell has been involved with the teaching professor for than 25 years. Deborah Newton is the transitional Associate Dean of the Department of Education at Southern Connecticut state university. She has co-authored the book with Amy Dell and Jerry J. Petroff.  Jerry Petroff is an influential professor at the school of Special Education and Linguistics, based at the College of New Jersey.  

Summary

The book, ‘Assistive technology in the classroom: Enhancing the school experiences of students with disabilities’ underscores the usage of technology that is designed to assist physically disabled person. The book is based on the nexus between supportive technology and learning processes. It unravels that supportive technology is incorporated into the curriculum. The text evaluates the school-related tasks that students with special needs entail. These tasks would bring success to the students in the long run. At the same time, the text gives an insight into the technology-based solutions and exhibits these hurdles in lucid and riveting lines. The book does not make an explicit indication to the topic of ‘disability categories’. Rather, the book puts an emphasis on the uniqueness of the child. At the same time, one should be aware of the multiple factors before selecting specific technology tools for each child. 

Critical comment:

 

 

This book takes a gander at how teachers can use supportive technology in the classroom to help students with extraordinary needs and make progress when learning general training educational modules. It is indispensable to enhance the nature of a special education research (Edyburn, 2009). Little research has been done on the utilization of assistive innovation in composite schools (Watson, Ito, Smith, and Andersen, 2010).

 Relevance:

The book juxtaposes supportive technology and learning processes. The book examines disability classes within the setting of school-related errands and innovation based solutions.  The new version makes readers aware of applicable new improvements in mobile devices and assistive technology.

 


Source 2:

Citation:

 

 

 

 

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.

Author/Audience:

 

 

 

Dr. Alaa Sadik is an eminent professor of Education Technology at the department of education, South Valley University in Egypt.

Summary:

 

 

The research study held in two private essential training schools in Qena, Egypt amid the second semester in 2006. It examines educating and learning techniques through the use of computerized storytelling with Microsoft Photo Story 3 for Windows. It is a free programming tool that can be utilized to make video stories with expectations of giving educators another philosophical and practical perspective on the disparate welding of innovation and educational programs. Thus, it brings about a dramatic shift in the usage of technology.

Critical Comment:

 

 

 

 

In the Sadik (2008) work, a survey incorporates a remark that "it is not which innovation is utilized, but rather how the innovation is utilized, which is applicable to a constructivist classroom" (p. 489). The aptitudes we anticipate that our students will utilize while making advanced stories are abilities they gain while being instructed in a constructivist domain. The students who have not started to create basic intuition abilities, or who need encounters with self-coordinated learning require more help than the classroom educator.

Relevance:

 

 

 

 

Despite impediments, the discoveries demonstrate that computerized storytelling gave an avenue to the students. It helps them to gain new media education and IT aptitudes. At the same time, research is expected to find deterrents, which avert appearance in casual learning groups. It is expected to adjust innovation to the educational modules and team up and gain from companions who incorporate innovation into educating of all subjects.

 Source 3:

Citation:

 

 

Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.

Author/Audience:

 

 

Chun-Ming Hung is an influential teacher of Education Technology and teaching methods at Tainan Municipal Haidong Elementary school, Tainan, Taiwan. Gwo-Jen Hwang. Is the head of College of Liberal Arts and Social Sciences. At the same time, he functions as the chair person of Graduate Institute of Digital Learning and Education.  Iwen Huang is an eminent personality associated with the teaching and education methods, based in Taiwan.

Summary:

 

 

 

Despite the fact that venture based learning is an outstanding and broadly utilized instructional procedure, it remains a testing issue to adequately apply this way to deal with down to earth settings for enhancing the learning execution of students. In this review, a venture based advanced narrating methodology is proposed to adapt to this issue. With a quasi experiment,

the proposed approach has been connected to a learning movement of a science course in a basic school. An aggregate of 117 Grade 5 understudies in a primary school in southern Taiwan were allocated to a trial amass (N = 60) and a control assemble (N = 57) to contrast the execution of the approach and that of ordinary venture based learning. An online data looking framework, Meta-Analyzer, was utilized to empower the students to gather information on the Internet in view of the inquiries raised by the educators, and Microsoft's Photograph Story was utilized to help the test bunch create films for narrating in light of the gathered information.

 

 

 Critical Comment:

 

 

 

 

Project-based learning upgrades the coordinated effort and the collaboration between gathering individuals, strengthening learning discernment, and advancing learning accomplishment (Johnson, Johnson, and Holubec, 1994). Johnson and Johnson (1987) shown that venture based helpful learning creates trust among individuals so that, through up close and personal communications.  The impact of individual execution on the gathering is focused by common supervision and reflection.

Relevance:

 

 

 

 

 

Technology gives tremendous scope of sources to different learning styles.  Students can watch videos, read articles, picture hunt to accumulate data that may have been not available because of far off to exhibition halls, science focuses, course readings or libraries. Furthermore, innovation gives variety in Student items. With a substantial amount of free applications and projects, understudies can make one of kind items for a group of people outside the four dividers of a classroom. Through the three periods of virtuoso hour ventures, instructors can educate distinctive research abilities.

 


 Source 4:

Citation:

 

 

 

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.

Author/Audience:

 

 

 

 

Bernard R. Robin is an Associate Professor and he specializes in Instructional Technology at the University of Houston, Texas, USA.

Summary:

 

 

 

 

Digital storytelling has risen in the course of the last few years as an intense instructing and learning apparatus.  It influences both instructors and their students. In any case, as of not long ago, little consideration has been paid to a hypothetical system that could be utilized to build the adequacy of innovation as a device in a classroom setting. A dialogue of the historical backdrop of computerized narrating and how it is being utilized instructively is displayed in this article. The hypothetical system, innovative academic substance learning (TPCK), is depicted, alongside a discourse of how this model may be utilized with computerized storytelling.

 

Critical Comment:

 

 

 

Research of computerized storytelling in the K-12 setting show that it tends to concentrate on aptitude improvement.  In Robin's view (2008) computerized narrating in K-12 instruction mirrors the meeting of the accessibility and innovation with a focus on multi-media and various proficiency abilities for students.

Relevance:

 

This paper entails the instructive deployment of computerized and storytelling. It displays a review of how advanced narrating has and keeps on being utilized to bolster instructing and learning. Computerized Storytelling can be a capable instructive device for understudies at all ages and grade levels, which are entrusted with making their own particular stories. This utilization of computerized narrating gains by the inventive gifts of understudies as they research and recount stories of their own, figure out how to utilize the library furthermore, the web to research rich, profound substance while breaking down and orchestrating an extensive variety of data and sentiments.

 Source 5:

Citation:

 

 

 

Duffy, P. (2008). Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning. Electronic Journal of E-learning, 6(2), 119-130.

Authors/Audience:

 

 

 

Peter Duffy is an associate professor at the Hong Kong Polytechnic University, Hong Kong.

Summary:

 

 

 

 

YouTube, Podcasting, Blogs, Wikis and RSS are trendy expressions right now connected with the term Web 2.0 and manifest a changing instructive worldview for the utilization of another arrangement of devices inside training. Web 2.0 innovations furnish instructors with numerous conceivable outcomes for connecting with understudies in alluring practices, for example, cooperative substance creation, peer evaluation and inspiration of understudies through inventive utilization of media. These can be utilized as a part of the improvement of credible learning assignments and upgrade the learning knowledge.

Critical Comment:

 

 

 

 

YouTube is progressively being utilized by teachers as an academic asset for everything from significant events across the globe. it helps to "cut of-life" recordings used to show understudies inside an ESL (English as a Second Language) course.

Relevance:

 

 

 

 

The relevance here is a conceivable move from the fundamental prototype vehicles utilized for e-learning today (address notes, printed material, PowerPoint, sites, liveliness) towards a pervasive client driven, client content produced and user-guided interface.

 Source 6:

Citation:

 

 

 

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Author/Audience:

 

 

 

 

Helen Beetham became famed figure, inasmuch of her work for JISC, HEFCE and her model for learning movement configuration. It is a main light in the field of e-learning approach and practice. Prof. Rhona Sharpe is the head of the Oxford Centre of Staff Education at the University of Oxford. 

Summary:

 

 

 

 

Based on a significant talk of the issues encompassing the plan, sharing and reuse of learning exercises, the second release of Rethinking Pedagogy for a Digital Age analyzes an extensive variety of perspectives. It focuses on adequately planning and conveying of learning exercises to guarantee that the future advancement is instructively stable, learner-centered and available.

 

Critical Comment:

 

 

 

The investigation of a more noteworthy uniformity of control over the outline of learning could be a huge move for instructional method. It is an intense thought that the educator can find out about instructing from their trades with students.

 

Relevance:

 

The aim of the educator is to embrace an problem- based approach modified to meet the requirements of students from the distinctive course specializations (Primary, Early

Youth, and Physical and Health Education).

 


 Source 7:

Citation:

 

 

 

Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology & Society, 8(2), 94-101.

Author/Audience:

 

 

 

 

Insung Jung is an associate professor of Educational Technology and Communication, Department of Education at International Christian University in Japan.

Summary:

 

 

 

 

Educating has achieved a new dimension in the recent epoch.   Data and correspondence innovation (ICT) can give more adaptable and compelling ways for expert advancement for educators, enhance pre-and in-administration instructor preparing, and interface educators to the worldwide instructor group.

 

Critical Comment:

 

 

 

This paper investigations and sorts out an assortment of methodologies found in ICT utilizes as a part of educator preparing into a four-cell framework. In view of the examination of those methodologies, it examines new conceivable outcomes and difficulties that ICT has conveyed to educator preparing and proficient improvement. It finishes up with dialog of developing examination issues regarding ICT combination into educator preparing and organizing.

Relevance:

 

 The change of instruction is not feasible without impacting instructors' expert information (Murillo, 2006). There is a fundamental move to channelize information into appropriate systems. it investigate the procedure of instructor's preparation at all academic levels. Creative innovations open new open doors for instructing students. It can be commented that educators should be prepared in utilizing of new advances in the instructing of different subjects (Robinson and Latchem, 2003).

 Source 8:

Citation:

 

 

 

Tinio, V. L. (2003). ICT in Education.

Authors/Audience:

 

 

 

Victoria L. Tinio is the author of the book, ICT in Education and is based in Philippines, Manila.

Summary:

 

 

 

 

This e-book gives a review of the potential advantages of information and communication technologies (ICTs) in instruction and the ways diverse ICTs have been utilized as a part of training. It talks about the issues of adequacy, cost, value and supportability, and the difficulties of coordinating ICTs in training.

Critical Comment:

 

 

 

 

Victoria led a review on the usage of ICTs in Philippine open secondary schools. She additionally composed the UNDP-APDIP e-introduction on ICTs in Basic Education. Her whole introduction depends on a 2003 audit of the status of ICTs in Philippine Basic Education appointed by UNESCO (Bangkok). Victoria, for instance, expresses that" e-learning" incorporates learning at all levels, formal and casual, which utilizes a PC arrange (intranet) for the conveyance of showing materials, cooperation and assistance.

Relevance:

 

 

 

 

In the study, the primary reason for the Strategy for Information and Communication Technology Implementation in Education is to give the prospects and patterns of incorporating data and correspondence innovation (ICT) into the general instructive exercises.

 

 

Figure 1:  Mind Mapping of Digital Learning in Classrooms

Conclusion:

In the assignment, I have reflected my opinion on digital learning at classroom. Based on a comprehensive annotated bibliography, I have highlighted the research. With the help of the references and mind-mapping, I have shown the effective strategies of digital education and communication in the classroom.

 

References

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.

Duffy, P. (2008). Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning. Electronic Journal of E-learning, 6(2), 119-130.

Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.

Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology & Society, 8(2), 94-101.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.

Tinio, V. L. (2003). ICT in Education. UNDP Education.

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