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New Dimensions in Teaching and Learning

Explore the sociohistorical paradigm of literacy, the role of technology in education, and the impact of collaborative learning through Moodle. Discover students' perspectives on using technology-enhanced platforms for learning and communication.

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New Dimensions in Teaching and Learning

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  1. New Dimensions in Teaching and Learning IONA SARIEVA AMANDA MCARTHUR EDUCATION FOR THE NEW AGE: TRADITION, REFORM, INNOVATION 9TH FULBRIGHT INTERNATIONAL CONFERENCE BANSKO, BULGARIA SUMMER 2010

  2. Literacy within the Sociohistorical Paradigm • Literacy as a discourse: • Related, as other discourses are, to ways people choose to communicate • Reaches beyond the ability to read and write • Expresses people’s deeds, social group associations, and interests Tyner, 1998

  3. Literacy within the Sociohistorical Paradigm • Literacy: • A complex phenomenon • Embedded within history • Incorporates social assertions and expectations • Many, if not infinite, forms of literacies • Continua of literacies • Multiple paths to literacy • Different forms of literacies coexist Graff, 1981

  4. Literacy & Technology • Literacy & Technology: constant transaction • Pre-Guttenberg era • The invention of the printing press • The mass industrialization • Information technologies Warschauer, 1999

  5. Electronic Literacies • Computer Literacy • Information Literacy • Multimedia Literacy • Computer-Mediated Communication Warschauer, in press

  6. Moodle at NEG: Action research project • The research question: What are the participants’ views on technology-enhanced learning through Moodle • The pedagogical goals: • Engage students in meaningful collaboration in virtual learning environments • Engage students to content presentation in virtual environments • Engage students in collaborative discussion in virtual environments

  7. Participants • Participants in Moodle training and activities: 94 10th grade students from NEG • Learning context: English as a foreign langauge class • Feedback was collected from 58 students • Overall observations: • Students’ feedback was generally positive • General apathy being the most negative reaction • Students demonstrated high-level of motivation

  8. Student Work

  9. Student Work

  10. Student Feedback “What is your opinion about Moodle as an environment for learning and collaboration?” • Reasons given for liking: • It’s new • More interesting than regular homework • Useful for opinions other than teacher’s • Useful for big groups to share information/opinions • Good for learning from home • Good for language learning • You can send homework any time • Can express opinion more freely • Reasons for disliking: • Appearance is too simple • Website is confusing • Bad if someone has no computer

  11. Student Feedback “Were you interested in seeing your classmates' work while completing the forum assignments on Moodle?” “How do you feel about your classmates having the ability to see your work and the opportunity to comment on it?”

  12. Student Feedback “Do Moodle forum discussions feel less like homework? More like social communication?” “Who did you feel was the main audience for your forum posts?”

  13. Student Feedback “What is easier for you - to type your homework assignments or to write them by hand?” • “When writing your forum posts you first: • wrote the draft by hand • typed the text into MWord • typed your post straight into the Moodle textbox.”

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