Opening Young Minds and Hearts: Employing Technology-infused Critical Pedagogy in Hybrid Border Spaces

Machado, Crystal

doi:10.1007/978-94-017-9184-7_5

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Pedagogy is also transforming due to the benefits of information and communication technology (ICT) developed in the 21st century [5,6]. Since pedagogy revises teaching strategies based on student needs, digital tools are becoming the main ones for active learning [7,8]. To achieve the new goals of pedagogy, universities should help students set goals and learn how to reach them.…”

Section: Introductionmentioning

confidence: 99%

Empowerment or Limitation of the Teachers’ Rights and Abilities in the Prevailing Digital Environment

Toktamysov

Berestova

Israfilov

et al. 2021

Int. J. Emerg. Technol. Learn.

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Digital education is actually a product of recent years, although it existed before in various forms. Obviously, modern devices and means of transmitting infor-mation are necessary for its development. Modern “virtual lectures”, e-learning courses, online testing, educational resources portals, as well as digital school registers and educational process monitoring systems have become everyday real-ity. However, the digitalization of the educational system has both positive and negative side. The purpose of the article is to consider the impact of digital educa-tional technologies on learning, from a university teacher’s view point, and to consider their positive aspects and problems. The study was conducted at the I.M. Sechenov First Moscow State Medical University (Sechenov University) and University at the Inter-Parliamentary Assembly of EurAsEC. The study in-volved 89 teachers who have teaching experience at the university (11.9% - 1-7 years, 28.1% - 8-10 years; 30.8% - 11-15 years; 29.2% - 16-25 years). The main results show that, respondents overly have a good opinion towards learning in virtual environments. The advantages of e-learning are complex for a particular measurement, but it has been found that some identifying variables as “age” shows statistically significant differences, while “gender” and “teaching experi-ence” are not important for evaluating the four provided variables. The study re-sults can be used to improve the perception of new educational technologies by teachers, to organize approaches for introducing innovative educational technolo-gies that expand the possibilities of progressive education on the part of admin-istrations of higher educational institutions and educational departments.

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Section: Introductionmentioning

confidence: 99%

Empowerment or Limitation of the Teachers’ Rights and Abilities in the Prevailing Digital Environment

Toktamysov

Berestova

Israfilov

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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Chinese ESL Instructors' Beliefs and Practices of Intercultural Education in a Ubiquitous Environment

Shen

Peng

Teng

et al. 2022

Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education

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Primarily motivated by the practical question of whether it is feasible to identify the barriers that English instructors would face while cultivating students' intercultural communicative competence (ICC) in a ubiquitous learning (u-learning) environment, the study outlined in this chapter examined English instructors' online teaching experience in terms of their beliefs and pedagogical practice. A mixed-method research design was adopted to collect data from a survey among 110 English as a second language (ESL) instructors in Chinese universities and interviews with five of them. The findings indicated significant tension between Chinese ESL instructors' disposition towards effective intercultural education in a u-learning environment and their deeply held pedagogical conviction that teaching ICC requires face-to-face interactions. The authors, therefore, suggest that Chinese ESL instructors should be equipped with alternative teaching beliefs toward more innovative educational approaches.

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Opening Young Minds and Hearts: Employing Technology-infused Critical Pedagogy in Hybrid Border Spaces

Cited by 2 publications

References 11 publications

Empowerment or Limitation of the Teachers’ Rights and Abilities in the Prevailing Digital Environment

Empowerment or Limitation of the Teachers’ Rights and Abilities in the Prevailing Digital Environment

Chinese ESL Instructors' Beliefs and Practices of Intercultural Education in a Ubiquitous Environment

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