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Journal Article

Leapfrogging Pedagogy: A Design Approach To Making Change In Challenging Contexts  pp3-13

Susan Crichton

© Feb 2014 Volume 12 Issue 1, ICEL2013, Editor: Dan Remenyi, pp1 - 125

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Abstract

Abstract: At a time of substantial change, globalization, and ubiquitous access to information, educators struggle to change even the most basic aspects of their classrooms. This is especially true for those in challenging contexts where many perpetuate the mind numbingŽ practice of rote instruction. This paper describes a collaborative partnership among academics in Canada and East Africa as they develop Innovative Learning Centres (ILC) in their respective institutions to leapfrog pedagogy in imagin ative ways, drawing on experiential learning and the Maker Movement in a studio based learning environment.

 

Keywords: Keywords: Transformative pedagogy, Maker Movement, design thinking, studio based learning, challenging contexts

 

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Journal Article

Telling Tales: Towards a new Model of Literacy Development Using e‑Readers in Teacher Education in Chile  pp84-96

Paula Charbonneau-Gowdy

© Feb 2015 Volume 13 Issue 2, ICEL2014, Editor: Paul Griffiths, pp57 - 148

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Abstract

Abstract: Current debates on quality standards in education often look to the levels of an increasingly diverse array of literacies as a measure of that standard. At the same time, while mobile technologies are profoundly changing the way we live, communi cate and learn in our everyday lives, relatively little seems to be known about their potential to influence even basic literacy in formal education sites. Examining the use of practical and affordable emerging technologies in many countries worldwide whe re literacy rates are an issue, seems as yet to have been overlooked. Considering the implication of multiple literacy and communication skills to economic and cultural development and stability in emerging countries and increasingly in developed ones as well, finding immediate answers to challenges in this area is critical. This paper reports on a longitudinal study that examined the power of e‑readers to support change in the literacy habits and ultimately the learning cultures of a group of English as a foreign language (EFL) teachers‑in‑training in Chile. The aim of the study was to determine if access to low‑cost mobile readers and a social‑learning driven, technology‑supported, guided reading program, could reverse their literacy challenges. The s tudy is based on social‑cultural theory in which learner agency, access to funds of knowledge and social interaction are imperative ingredients for developing engaged, life‑long learners and readers. Participatory Action Research (PAR) is used to condu ct the inquiry. Working within a qualitative research paradigm, ethnographic tools and numerical data from pre‑ and post‑test results, helped to uncover how the use of technology influenced both the literacy practices and identities of the teachers‑in‑tra ining. The findings have led to the proposal of a new 21st century model for literacy education for such challenging contexts. This model could have important implications for Chile as well as learners, educators and policy makers elsewhere.

 

Keywords: Keywords: education in Chile, multi-literacies, teacher education, mobile learning, e-books, literacy in challenging contexts

 

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