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Teaching the language of technology

Part of: De Vries, M. (Ed.). (2017). Handbook of technology education (Springer international handbooks of education). Springer International Publishing.

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Design principles for language sensitive technology lessons in teacher education

Using language adequately within technology tasks is part of technological literacy. However, this can be challenging for students, and a teacher may need to help students to master aspects of domain specific language that matter for the task at hand. In this study, a curricular design was developed through a series of trials, with the aim to arrive at general principles for a pedagogy that helps students to write about an engineering (electronics) design. The curricular design was theoretically anchored in ‘genre pedagogy’. The interventions were carried out by one experienced teacher in one course, during three consecutive cycles of trialling and improving the curricular design. The resulting design principles for teaching to write about (engineering) design are concerned with: a relevant, complete and feasible focus on language; scaffolding the writing process; procedures for teacher support. For each of these, specifications are described.

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Action research as a qualitative research approach for understanding technology professional development in higher education

Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.

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Action research as a qualitative research approach for understanding technology professional development in higher education

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Maker Education

Over the past decade, the maker movement and in its slipstream maker education have attained worldwide popularity among educators, politicians, and the media. Makers’ enthusiasm for creative design and construction, using old and new tools has proven contagious, and is worth exploration and critical reflection by the community of engineering and technology education (ETE). This chapter describes what has been said about “making” by philosophers and educators; what maker education is, and what is new and not so new about it; why it has gained momentum; what the evidence is about its effectiveness and its possible weaknesses; and how mainstream technology education may benefit from maker education. This chapter concludes with ideas for a research agenda.

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Language education in the EU and the US

Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study.

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Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.

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Technologies for a content and language integrated approach to dropout problems in Higher Education

This paper reports on CATS (2006-2007), a project initiated by the Research Centre Teaching in Multicultural Schools, that addresses language related dropout problems of both native and non-native speakers of Dutch in higher education. The projects main objective is to develop a model for the redesign of the curriculum so as to optimize the development of academic and professional language skills. Key pedagogic strategies are the raising of awareness of personal proficiency levels through diagnostic testing, definition of linguistic demands of curriculum tasks, empowerment of student autonomy and peer feedback procedures. More specifically, this paper deals with two key areas of the project. First, it describes the design and development of web-based corpus software tools, aimed at the enhancement of the autonomy of students academic reading and writing skills. Secondly, it describes the design of three pilots, in which the process of a content and language integrated approach - facilitated by the developed web tools - was applied, and these pilots respective evaluations. The paper concludes with a reflection on the project development and the experiences with the pilot implementations.

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Technologies for a content and language integrated approach to dropout problems in Higher Education

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Learning Technology Standardization

A short paper on the whats and the hows of learning technology standardization

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Teachers' perceptions on using Augmented Reality for language learning in Primary Years Programme (PYP) education

Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a "...lack of authentic situations outside of the classroom for practising English communication skills" [1]. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.

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Producten 1.736

Teaching the language of technology

Design principles for language sensitive technology lessons in teacher education

Action research as a qualitative research approach for understanding technology professional development in higher education

Maker Education

Language education in the EU and the US

Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Technologies for a content and language integrated approach to dropout problems in Higher Education

Learning Technology Standardization

Teachers' perceptions on using Augmented Reality for language learning in Primary Years Programme (PYP) education

Personen 1

Sandra Bellekom

Projecten 1

Robotassistenten in het primair onderwijs

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Producten 1.736

Teaching the language of technology

Design principles for language sensitive technology lessons in teacher education

Action research as a qualitative research approach for understanding technology professional development in higher education

Maker Education

Language education in the EU and the US

Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Technologies for a content and language integrated approach to dropout problems in Higher Education

Learning Technology Standardization

Teachers' perceptions on using Augmented Reality for language learning in Primary Years Programme (PYP) education

Personen 1

Sandra Bellekom

Projecten 1

Robotassistenten in het primair onderwijs