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Full-Text Articles in Education
The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
I. Verenikina
This paper describes a research study that is a stepping stone to further research on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD). The study is framed around the modern understanding of technologies as cognitive tools for learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978), together with Activity Theory (Engestrom, 2001). The study focuses on the day-to-day reality of the use of computer and other digital technologies to assist the classroom learning of children with ASD. A series of observations, semi-structured interviews with teachers …
Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina
Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina
I. Verenikina
Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. …
Indigenous Sharing, Collaboration And Synchronous Learning, Michelle Eady, Irina Verenikina, Sarah Jones
Indigenous Sharing, Collaboration And Synchronous Learning, Michelle Eady, Irina Verenikina, Sarah Jones
I. Verenikina
Online learning is progressively accepted in Indigenous communities with the realized potential for sharing, collaboration and learning for adults living in remote and isolated communities. This study used a design-based research approach that provided opportunity to integrate the current literature, literacy practitioners' views and community members' self identified literacy needs to generate ten draft guiding principles which guided this study. A collaborative community engagement project was created by the community members in consideration of these principles and presented in three iterations in a synchronous environment which will lead to design-based principles for working with technology and Indigenous communities. This paper …
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
I. Verenikina
This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their 'virtualness', and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely …