Digital Teaching Resources

This study makes suggestions about using the Microsoft Teams platform, Office applications and the corresponding digital tools and facilities available in the academic setting from the methodologist’s and the language teacher’s perspective. The study is concerned with foreign language teaching and learning (FLTL, in this case Romanian) in a university setting in the framework of the European referential and standards for language proficiency. Two aspects have been identified as significant with respect to maintaining student and teacher motivation and to ensuring pedagogical success, as well as innovative integration of computer-assisted language learning tools in the pedagogical action. The former presents the integration of linguistic and pedagogical inputs into one single Microsoft Word document to be shared during the virtual class in order to ensure focus on various practices of communicative competence without digital interface change and to enhance retention of linguistic content. The latter approaches group work in various channels created within Microsoft Teams.

The MaTRiTT project answers to the Xu Guangqi call of the French Ministry of Foreign Affairs. It involves two researchers of the French Institute of Education (ENS de Lyon) in France, two researchers of the ECNU (East China Normal University in Shanghai), and three co-supervised PhD students. It aims to studying the evolution of mathematics teachers resources under the impact of two transitions: a curricular one, and a digital one.

Please cite this paper as:
Morve Roshan K., and Mustafa Majid Abbas. (February 2018) “The impact of “Digital India” on Educational System.” Issue 42. Magazine: Café Dissensus. https://cafedissensus.com/ It’s based in New York City, USA. We DISSENT. ISSN No: ISSN 2373-177X
<https://cafedissensus.com/2018/02/01/the-impact-of-digital-india-in-educational-system-and-changes-in-twenty-first-century/>

Laboratory didactic activity with the active involvement of students, no longer seen as passive recipients of a top-down knowledge but as active protagonists of the training moment and the opportunities offered by the digital world, are the starting point of this didactic experience aimed at creating a photographic almanac, in which the sports performance or event is analyzed in the light of a larger and more complex picture of historical events. Thus the student is encouraged to experiment with a new narrative mode, use a new source, read critically and learn no longer according to a sterile memorization, but by developing specific skills

En esta comunicación se describe un proyecto realizado para el aula de Historia, con estudiantes del Master de Profesores de Secundaria para alumnos de 4º ESO –dentro de un programa bilingüe inglés/español– centrado en la creación colaborativa de una unidad didáctica multimedia basada en herramientas de la Web 2.0. Uno de sus propósitos es avanzar en un cambio metodológico que haga posible un enfoque disciplinar y científico de la historia escolar. Se especifican los objetivos, los contenidos sustantivos y estructurales, la metodología seguida y los criterios de evaluación seleccionados. A partir de las herramientas digitales empleadas, como Dipity, Timerime, Timetoast, Google Maps, Penzu y Glogster, se intenta conseguir un aprendizaje más genuino de la comprensión histórica, a partir de conceptos estructurales como la tipificación de causas por aspectos, la distinción de las diferentes escalas temporales que revelan la jerarquía causal en las explicaciones históricas, y la diferenciación entre acontecimientos, hechos y procesos en una descripción o en una explicación histórica.

Eje C:
Redes sociales, contextos virtuales  y cambios en la enseñanza-aprendizaje de las ciencias sociales
Palabras clave:
Educación histórica, educación secundaria, imágenes del tiempo, herramientas web 2.0, trabajo colaborativo
Agradecimiento:
A todos los alumnos que han trabajado en este proyecto

A conferência é o resultado de um trabalho conjunto entre Franck Bellemain e Luc Trouche, que tem sua origem em uma antiga colaboração, mobilizando as equipes Edumatec no Brasil e EducTice na França. Um destaque foi a Escola de Altos Estudos da CAPES, realizada em fevereiro e março de 2015, em Recife (TROUCHE, 2015). Esta escola, desde então, tem fornecido material para novos recursos (ASSIS; LUCENA, 2015; LUCENA; ASSIS, 2015; BALTAR, 2016). A primeira parte da conferência (seções 1, 2 e 3) foi apresentada por Luc Trouche e Katiane Rocha; a segunda parte da conferência, na ausência de Franck Bellemain, justificada, foi coordenada por Verônica Gitirana e envolveu a participação de Cibele Assis, Rogério Ignácio, Ricardo Tibúrcio e Rosilângela Lucena.

Purpose: The current study investigates the level of students’ learning and attitudes towards the teaching and learning process
when using digital lectures to teach gross anatomy to year 1 medical students.
Methods: The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught
gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same
content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate
their attitudes and feedback. The data were analysed using SPSS software.
Results: The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while
the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in
scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when
asked if they liked the teaching and learning process and would like it to be applied further.
Conclusion: The results of the study provide strong evidence that the digital teaching and learning process was well received
by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures
to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery
learning.

In my American Quarterly piece, “Toward a Digital Ethnic Studies: Race, Technology, and the Classroom” (September 2018), I discuss teaching with an open-source publishing platform with eBook and blogging qualities called Scalar. Academic publishing platforms have great promise for scholarship growing out of the classroom, such as blogs, online exhibits, and collaborative projects. This essay shares resources I developed for teaching with Scalar and links to assignment prompts that can be adapted to a range of online publishing platforms.

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

This paper explores the formative assessment practices of a mathematics teacher in an English High School. It uses data from ongoing PhD research on mathematics teachers’ appropriation of digital resources and the impact on classroom practices. This paper shows that the teacher uses a set of digital resources to teach, collate and e-analyze students’ work and feedback in real time and thus inform the teacher’s ‘emergent lesson planning’. The links between the digital resources and students’ actions during the formative assessment processes are explored.

SLWIS members may not be familiar with the growing TESOL Resource Center, yet this searchable database provides a wide variety of information for writing teachers. It includes activities, lesson plans, assessment ideas, and teaching tips contributed by members as well as recordings of TESOL convention plenary and keynote sessions, general sessions, and virtual seminars. The member-contributed sections are all open access, but the TESOL materials require logging in with a TESOL user ID. Teachers can search the Resource Center for items with the keyword writing and find dozens of resources. ** Click on the link below the title to go to the article **