Despite efforts have been invested in using digital technologies to enhance learners' language learning, rarely explored are studies aiming at bridging in-class vocabulary learning with real-life learning experiences in primary... more
Despite efforts have been invested in using digital technologies to enhance learners' language learning, rarely explored are studies aiming at bridging in-class vocabulary learning with real-life learning experiences in primary school education. This study aims at investigating what primary students learned by linking in-class and real life English vocabulary learning mediated by a mobile learner-generated content (m-LGC) tool; and what students' perception of the m-LGC use was. Case study approach was adopted. Data collection included student created learning logs and questionnaire. Both qualitative and quantitative methods were used to analyze data. The results show that students not only were able to apply the newly learned vocabulary to real life, but also were able to learn from peers about the vocabulary, and related culture. In the meantime, issues were identified, and future work is explored.
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Despite efforts have been invested in using digital technologies to enhance learners' language learning, rarely explored are studies aiming at bridging in-class vocabulary learning with real-life learning experiences in primary school... more
Despite efforts have been invested in using digital technologies to enhance learners' language learning, rarely explored are studies aiming at bridging in-class vocabulary learning with real-life learning experiences in primary school education. This study aims at investigating what primary students learned by linking in-class and real life English vocabulary learning mediated by a mobile learner-generated content (m-LGC) tool; and what students' perception of the m-LGC use was. Case study approach was adopted. Data collection included student created learning logs and questionnaire. Both qualitative and quantitative methods were used to analyze data. The results show that students not only were able to apply the newly learned vocabulary to real life, but also were able to learn from peers about the vocabulary, and related culture. In the meantime, issues were identified, and future work is explored.
(Print) 1744-5191 (Online) Journal homepage: http://www.tandfonline.com/loi/nile20 " We found the 'black spots' on campus on our own " : development of inquiry skills in primary science learning with BYOD (Bring Your Own Device) Yanjie... more
(Print) 1744-5191 (Online) Journal homepage: http://www.tandfonline.com/loi/nile20 " We found the 'black spots' on campus on our own " : development of inquiry skills in primary science learning with BYOD (Bring Your Own Device) Yanjie Song To cite this article: Yanjie Song (2016): " We found the 'black spots' on campus on our own " : development of inquiry skills in primary science learning with BYOD (Bring Your Own Device), Interactive Learning Environments,
This paper reports on a study aiming at examining the affordances and constraints of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers' perspectives in higher education. Seventeen teachers from eight departments... more
This paper reports on a study aiming at examining the affordances and constraints of BYOD (Bring Your Own Device) for varied pedagogical practices from teachers' perspectives in higher education. Seventeen teachers from eight departments and centers participated in the one-year study. The affordances and constraints of BYOD were examined under the " framework of affordances and constraints in BYOD-supported learning environment ". Data collection included class observations, class videos, field notes, resources on the BYOD website and teaching plans. Content analysis was adopted in the data analysis. The research findings show that (1) seven types of BYOD conceptualized affordances were identified for varied pedagogical purposes; and (2) three types of constraints of BYOD were singled out in pedagogical practices. Discussions regarding the affordances and constraints are made and implications are explored.