In this research study, we aimed at exploring "Role of ICT in capacity building: A teacher perspective".The objectives of the study were: 1) To explore the teachers perspective towards the use of ICT for their professional development, 2) To explore the beliefs of teachers about the impact of utilization of ICT in teaching and learning process, 3) To identify the barriers that teachers face in the integration of ICT in classroom.This study has developed, in which data collected through survey approach.All Certified Teachers (CTs) of district Malakand were the target population, which were 316.A sample of 32 CTs was drawn through Proportionate Stratified Random Sampling Technique from the accessible population.The data collected through questionnaire were organized, summarized, analyzed, and interpreted.The Frequencies, Percentages, Mean and Standard Deviation were used as descriptive statistics while "One Sample T Test" was used as inferential statistics.The study recommends that: proper training in ICT, barriers teachers face in ICT teaching, proper budget for ICT infrastructure, and space in curriculum for ICT.
Black students and families in the United States have been consistently underserved by educational institutions and their curriculum.Scholars are increasingly aware of the opportunity gaps that arise as a result of Eurocentric standardized pedagogy and curriculum, and educators have turned to scholarship such as critical race theory to combat racial inequity; however, current legislation threatens such antiracist tools.As the National Council of Teachers of English reports in "Educators' Right and Responsibilities to Engage in Antiracist Teaching", over half of the country is burdened with "legislation either passed, pending, or under discussion [that] would severely limit K-12 and university educators' ability to engage with critical race theory and antiracist teaching" ( 2021).What do these restrictions mean to the educator who wishes to validate, discuss, and foster the experiences of Black students?How can we, as engaged teachers, practice and foster cultural literacy skills that encourage students to find appreciation for a diverse world?How does one ensure Black students see themselves in what is being taught?My research investigates all of these questions through the lenses of English Education and linguistic justice concluding that antiracist teaching in the ELA classroom remains possible and crucial, even at a time where legislation challenges it.I explore the origins of and literature that uses Ebonics as a way to help educators make learning more representative and equitable.
The study aimed to test the effectiveness and the feasibility of Zoom and Virtual Learning Environments (VLE) for early childhood teacher education (ECTE) at a university in Pakistan.The study addresses how a Community of Inquiry (COI) framework can be embedded within Zoom and VLE to make the online course meaningful, interactive and accessible.This is an exploratory case study with a mixed method approach.Data was gathered through survey, focus group discussion, reflective journals, observations and meeting notes.Pre-and post-online knowledge tests and assignments were used to assess changes in participant's knowledge and understanding.Survey result indicated positive attitude of participants toward using Zoom and VLE.The knowledge test scores improved at the end of the course.The study outlines insights into adapting creative and resilient online pedagogies for ECTE in emergency as well as normal circumstances.The paper will be of value to university faculty and policy makers, particularly in developing countries for designing teacher education programs.
Focusing primarily on how curriculum theory and assessment directly impact upon learning, this paper presents and discusses learners' lived experiences of studying GCSE English at a Further Education (FE) college in London.The aim of this small-scale research is to deepen understanding of why disengagement with formal modes of the study of English language is so prevalent among learners in FE.It also analyses whether student engagement in English language learning can be increased by introducing more socially-situated literacies into vocational learning and language development activities.This approach to exploring how students respond to the disconnect between socially-situated literacies and functional literacies is informed by Gadamer's 'Fusion of Horizons ' [5].Subsequently, my interest in Gadamer's work leads me to the respective works of Zimmerman [9], Freire [4] and Bernstein [2].It is argued that low attendance and disappointing outcomes in GCSE English re-sit written examinations in FE are in part, symptoms of wider issues surrounding a deep-rooted disengagement with, and lack of motivation for, the study of language.However, my experience as a teacher of vocational education indicates that the same students can engage meaningfully with language when the mode of language they study more closely reflects the realities of their cultural, personal and social experiences and life histories.Literature in this field of educational research suggests that opinions around language that exist in some educational institutions may be contributing to this disenfranchisement.At best, the existence of this phenomenon highlights an excessive reliance on traditional values, to the detriment of the learner's ability to engage in the study of language.Perhaps even more troubling, is the acceptance of a wider and rather elitist ideology regarding the "correct" use of English.The assumption that there is one and only one "correct" way to use the English language is often coupled with the assumption that there is only one way in which ability with language can be acquired, developed and assessed -and that is in the form of written examinations.This study looks beyond and behind the view of what may be considered as "correct" or "incorrect" use of English language.Instead, the focus of this research is upon how encouraging students to use language more appropriate to context, identity, and their social environment, might assist them in reconnecting with language acquisition and development in ways which unite the vocational and the academic through the development of, and participation in, socially-situated literacies.
We face new challenges in education as our learners are becoming increasingly diverse and expect our programs to be designed with quality and enrichment for their work-life balance.Our educational communities are also more global, with language and cultural differences, with technologies that continue to develop and offer opportunities to enhance our teaching and learning.Our course and instructional design need to remain responsive to our changing populations with a nimbleness in our strategic pedagogies that enable us to adjust with the changing times.We need to "future-proof" our designs and ensure personalized learning opportunities.Universal Design for Learning (UDL) offers a path to that end.UDL provides extra layers of design deliberation, including the use of existing and emerging technologies, that will reflect our considerations of our learners' uniqueness while also increasing the likelihood that their background knowledge and skills will also be tapped successfully [1].Our programs are now global communities of learners who see each other as sources of knowledge and untapped resources for learning.This work presents the results of a course design with UDL that evolved over several years with an international demographic of learners.Results from the last two years are shared as an example of the implementation of UDL in course design, with data from the students' evaluations of multiple sections of 2 graduate level courses.
The focus of this research is to find out, how teaching and learning choir can develop all-round skills for students.LivePBL stands for Linking Vocal Education with Project Based Learning.Based on cases at Capital Normal University in Beijing, China, this paper reports the research in progress by applying LivePBL framework to enable undergraduates to explore choirs in training music teacher students.The paper argues that a good range of research can be seen by demonstrating choir activities that can develop "all-round" skills for the choir activity participants and music performers; however, there does not seem to be much addressing training students in social practices, who study music education as a major in a higher education institution and need to develop their social skills.Conceptual framework and case studies are presented in respect of teaching and learning vocal knowledge and performance art techniques, and more critically, the life skill developments at various levels, e.g., in selfesteem, self-confidence
This contribution intends to collect reflections on a possible outline of a non-linear action on the part of the institutions, deputed to the education of students, through the results of a survey conducted on a sample of 60 operators in the world of education, with the aim of understanding the level of inclusion in the postpandemic period.From the answers, an attempt was made to outline what proposals could be made by the participants to implement the inclusive process with a view to collaboration between State, University and Schools.Data were collected through the structuring of a form created with Google Forms.The quantitative section of the questionnaire was dedicated to collecting data on the participants.The qualitative section, on the other hand, was aimed at investigating the proposals made by the participants.Various perspectives emerged from the analysis of the data, which will be shared within this contribution and which manifest the need for intervention on the part of the institutions to follow non-linear trajectories with respect to those currently used, in an attempt to deviate from linear operations, thus through the choice of vicarious and alternative operating methods to achieve certain objectives, which in the case of education are given by the wellbeing of the student and his full inclusion in all contexts, from the school to the social one.
Positionality is the common set of circumstances that leads to the development of identities that keep individuals insulated from others.The purpose of the study is to explore the following questions: How do students respond to addressing sociocultural facets that construct positionality?What are the common themes of college student literacy lives?And How can colleges and universities better understand student positionality and support their academic experiences?Data analysis was conducted of a human diversity cultural autobiography assignment designed to help students in the process of discovering their own positionality so they can be more understanding when assessing life situations.Data was coded derived from the questions and themes were created to capture the essence of the responses.Results indicate that students are able to identify sociocultural factors that may impact their positionality; however, in this data set most students failed to connect how those factors influenced the way they see the world.Consequently, adjusting instruction is necessary to assist students in making important connections to their positionality and actions.In order for faculty to assist students in this process, steps such as instituting a faculty mentoring program of first-and second-year college students must be taken.Additionally, providing faculty development for the use of differentiation strategies and to support faculty understanding of student diversity is vital.
