|
Dòng
|
Nội dung
|
|
1
|
An online Chinese-Australian language and cultural exchange through digital storytelling / Grace Oakley, Mark Pegrum, Xi Bei Xiong...
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p. 128-149 In a 2013–2014 Australia–China Council project, middle school students in Australia and China shared digital stories about their everyday lives and local cultures, and traditional tales with a modern twist. This article reports on research that aimed to explore the successes and challenges associated with this digital story exchange between Australia and China as a pedagogical approach to support language learning and intercultural understanding. An interpretivist approach was taken, focusing on the perspectives of the teachers. According to the teachers, the exchange was successful to a degree in supporting students' learning in the areas of language, intercultural understanding and twenty-first-century skills, including digital literacies and technological skills, and helped teachers extend their pedagogical horizons. A number of challenges also arose. Analysis of interview data revealed that both the successes and challenges fell into four interrelated domains, which we have labelled structures, practices, capabilities and technologies. This article offers new insights into the exchange of multimodal digital stories as learning activities in the Australian–Chinese context and provides recommendations to guide educators in these four domains.
|
|
2
|
|
|
3
|
|
|
4
|
Extending the heritage language classroom : Experiences of digital technology use in two community schools in Alberta, Canada / Martin Guardado,Valeria Palladino.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p. 150-167 Research suggests that online support can enhance formal learning experiences. Access to tools such as wikis and blogs is relatively easy, free, and intuitive, even for beginner users, making these tools appealing to heritage language (HL) teachers whose access to resources is often limited. Given that little research has investigated how these tools affect learning in community HL schools, this paper examines the experiences of teachers and students from two HL community schools in Canada in relation to the use of asynchronous digital tools. Two teachers who had previously attended technology-based professional development sessions on the integration of digital tools participated in this study, as well as two of their students. The teachers seemed to intuitively use digital tools according to their basic affordances, which empowered them to engage students in creative ways. Students seemed knowledgeable and excited about technology-supported HL learning, helping them become more independent engaged learners. Additionally, the digital tools enabled teachers to flip aspects of their practice and create the necessary conditions for extending the HL classroom beyond the spatial and temporal limits faced by evening and weekend community schools. The article concludes with implications for research and practical recommendations for community HL schools.
|
|
5
|
|
|
|
|
|