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Understanding Technology Use through Multimodal Layers: A Research Review
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Schnaider, Karoline; Gu, Limin; Rantatalo, Oscar – International Journal of Information and Learning Technology, 2020
Purpose: The purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective. Design/methodology/approach: The article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of "multimodal layers" was used to…
Descriptors: Educational Technology, Technology Uses in Education, Teaching Methods, Intermode Differences
How Children Listen: Multimodality and Its Implications for K-12 Music Education and Music Teacher Education
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Lewis, Judy – Music Education Research, 2020
Almost twenty years ago, the question of 'How popular musicians learn' (Green, [2002]. "How popular musicians learn: A way ahead for music education." Hants, England: Ashgate Publishing Limited) catalyzed a paradigm shift in music education and music teacher education bringing informal teaching and learning strategies to the fore. In…
Descriptors: Music Education, Elementary Secondary Education, Music Teachers, Teacher Education
Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-Regulated Learning
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Pellerin, Martine – Journal of Interactive Learning Research, 2018
This article examines the complexity of the affordances that mobile technologies offer in the K-12 educational context. It builds on an ecological perspective (Mercer, 2012; van Lier, 2008) informed by theories of dynamic systems and complexity (Larsen-Freeman & Cameron, 2008) to explore the concept of affordance as a complex and dynamic…
Descriptors: Affordances, Handheld Devices, Technology Uses in Education, Learner Engagement
Creating Accessible and Inclusive Online Learning: Moving beyond Compliance and Broadening the Discussion
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Lowenthal, Patrick R.; Greear, Krista; Humphrey, Michael; Lowenthal, Alison; Conley, Quincy; Giacumo, Lisa A.; Dunlap, Joanna C. – Quarterly Review of Distance Education, 2020
Accessibility is a hot topic in online education these days. Despite the increased focus on accessibility, most discussions of creating "accessible" online courses and elearning simply focus on adding alternative text to images and captions to video. In this article, we argue that online educators and workplace learning professionals…
Descriptors: Access to Education, Inclusion, Online Courses, Student Needs
Enacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountability
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Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire – English in Australia, 2012
This article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make recommendations for future practice for teachers and for policy-makers. The article builds on analyses of the…
Descriptors: Foreign Countries, Public Policy, Educational Policy, Literacy
Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
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Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire – English in Australia, 2011
Attainment of functional English literacy skills by all students has been a focus of Australian national policy since the 1989 Hobart Declaration (MCEETYA, 1989). This focus underpins current educational accountability policy enacted through the National Assessment Program-Literacy and Numeracy (NAPLAN). The Adelaide and Melbourne Declarations…
Descriptors: Foreign Countries, Literacy, Accountability, Functional Literacy