Abstract

The purpose of this paper is to demonstrate how the TRALE model (Technology-Rich Authentic Learning Environments) improved young urban learners’ literacy skills. TRALE, designed as an early childhood education program, integrated authentic learning and the use of technology to increase disadvantaged children’s literacy learning. The paper includes a description of how the model was implemented through the creation of a community of technology-enriched classrooms in an inner-city school context and provides student achievement data in language arts as evidence for TRALE’s instructional effectiveness.

Abstract

This work provides some considerations that complements the scarcity of researches this field of knowledge of the e-learning specifically refered to secondary education.

Distance training programmes (both open source code and not) are becoming increasingly more popular, especially in higher level education. However, there are very few cases of these types of distance learning tools being directed at secondary school pupils via a form of political support. The platform is divided into areas and levels which house the minimum learning requirements which have been stipulated by the Spanish government in the various areas of Spanish language, Mathematics and Natural sciences for the four levels of E:S:O (Compulsory Secondary Education). The platform EDUCANS is a guaranteed success and the object of this investigation.

Abstract

This paper looks at the design process of an inquiry-based mathematics and science unit in two urban grade nine classes. Three teachers who teacher in an urban, all-girls’ junior high school collaborated with math/science and educational experts to design and implement the unit. Results showed the following: teachers needed to be flexible regarding the direction of the unit, collaborating with experts helped teachers to design a more authentic unit, topic selection needed to be carefully considered, and that the resulting unit was worthwhile due to its relevance, richness, and increased student interest and ability to make multidisciplinary connections. Issues with this approach included workload, the amount of time required for planning, and a lack of inquiry-based materials in math.

Abstract

Many teachers and researchers have found that motivation and engagement seem to decline as students enter adolescence, and one of the causing factors is limited opportunities for creative expression. Moviemaking a text undoubtedly encourages students’ creative expression to a great extent. This article explores the integration of moviemaking in an eighth-grade classroom where more than half of the students were considered struggling readers.  The author describes in detail the steps of how moviemaking was integrated to motivate adolescent students to read and further engage them in the reading process, from book introduction, reading and script preparation, to movie shooting and editing. Moreover, the author discusses the issues encountered at different stages, and solutions they came up with together. This article suggests that adolescents’ literacy need to be re-evaluated especially these nontraditional or “non-academic” digital literacies. Adolescents especially struggling adolescents must be given opportunities to demonstrate their capabilities in these literacy activities, which helps build their self-efficacy in school reading and learning. But this process must be scaffolded.  Ideas of how to scaffold adolescents’ participation are shared.

Abstract

It is no longer possible to conceive of teacher education without ICTs. It is imperative for the teacher education institutions to wake up and reorganize their curriculum to accommodate the changing face of knowledge. This study conducted by the researcher in teacher education institutions related to availability and access of ICTs in these institutions during session 2008-09, brought forward the real scenario of ICT in teacher education institutions. For this study the researcher used a scale named “ICT Friendliness Scale” developed by Kumar and Singh (2008). Analysis indicates that there is not a single ICT facility, which is present in every teacher education institution. There is non-availability of facilities like Educational software pertaining to school subjects on CDs, Slide Projector,  Networking in computer lab, Dial-up/ Broad band Internet Access, LCD Projector, Language Learning Software with Headphones, Electronic versions of common Encyclopedias and Electronic versions of common Encyclopedias in all the Government aided Teacher education Institutions sampled for the study.