CONTEMPORARY PEDAGOGIES AND TECHNOLOGICAL ADVANCES FOR THE 21ST CENTURY ENGAGEMENT
Annotated Bibliography
CONTEMPORARY PEDAGOGIES AND TECHNOLOGICAL ADVANCES FOR THE 21ST CENTURY ENGAGEMENT
Student Name: Priya Choudhary
Student ID: S364694
Annotated Bibliography
Citation: Oliveira, A., Feyzi Behnagh, R., Ni, L., Mohsinah, A.A., Burgess, K.J. and Guo, L., 2019. Emerging technologies as pedagogical tools for teaching and learning science: A literature review.Human Behavior and Emerging Technologies,1(2), pp.149-160. https://doi.org/10.1002/hbe2.141
Annotation: This article provides an overview of the latest technologies in the field of science education. The authors examine the different types of technologies that have emerged and note that the field has become increasingly complex, which presents challenges for science educators trying to help students. The authors noted that gamification can be used to create game-based learning environments that simulate real-life situations, promote collaboration, and provide immediate feedback to students. Virtual and augmented reality were found to have potential in science education, as they enable students to experience complex scientific concepts in immersive and interactive ways. The authors argue that these new technologies do not exist in isolation and that it is important to consider the sociocultural context of the classroom when implementing them. The article concludes that more attention should be paid to the sociocultural aspects of technology in the classroom to ensure that it is used effectively in science education.
Citation: Khusainova, G.R. and Galikhanov, M.F., 2021. Work-in-progress: development of the discipline innovations in engineering pedagogy as part of an advanced professional training for educators of engineering schools in higher education institutions. InEducating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 2 23(pp. 3-10). Springer International Publishing. DOI: 10.1007/978-3-030-68201-9_1
Annotation: The study investigates new approaches in pedagogy to train engineers who can effectively tackle challenges in the future. The article presents the findings of a collaborative effort among universities from various countries to develop a multi-level curriculum for training educators. The study emphasizes that creativity is a crucial element for effective teaching. The study concludes that continuous learning through ongoing sessions is the best way to achieve optimal results in adapting new techniques for both students and educators in a shorter period.
Citation: Deliyannis, I. and Kaimara, P., 2019. Developing smart learning environments using gamification techniques and video game technologies.Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, pp.285-307. DOI: 10.1007/978-3-030-01551-0_15
Annotation: This study discusses the potential of using gamification techniques and modern technologies to develop smart learning environments. The researcher discovered that these environments can be created through a combination of pedagogical principles and complex engineering processes, although the requirements for pedagogy have increased over time. The study suggests that the use of augmented reality, holograms, and virtual reality can enhance pedagogy and allow for the delivery of higher-level content. However, the study acknowledges that the programming process can be complex and that experts may not have the necessary programming experience. The study suggests that the development of smart learning environments can be facilitated by using multimedia development tools that do not require advanced programming skills.
Citation: Bernacki, M.L., Greene, J.A. and Crompton, H., 2020. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education.Contemporary Educational Psychology,60, p.101827. https://doi.org/10.1016/j.cedpsych.2019.101827
Annotation: The article states that the use of personal electronic devices can be used to engage in learning by connecting with educators, media, peers and experts. This study examined the promise and unexamined expectations of mobile learning, ideas developing and theories around these. And the authors have found out that the wearable technologies and mobiles are the key components and further it is found that the learning with these devices affects the products and process of learning by interactions with other constructs of psychology.
Citation: Curtis, M.D., 2019. Professional technologies in schools: The role of pedagogical knowledge in teaching with geospatial technologies.Journal of Geography,118(3), pp.130-142. doi/abs/10.1080/00221341.2018.1544267
Annotation: In this article, the author discusses the potential of personal electronic devices in promoting engagement in learning by facilitating connections with educators, media, peers, and experts. The study focuses on exploring the promises and unexamined expectations of mobile learning, including the development of new ideas and theories. The authors emphasize the significance of wearable technologies and mobile devices in this context and highlight the impact of learning with these devices on both the products and processes of learning, as well as interactions with other psychological constructs.
REFERNCES:
Books and Journals:
Oliveira, A., and et.al., 2019. Emerging technologies as pedagogical tools for teaching and learning science: A literature review.Human Behavior and Emerging Technologies,1(2), pp.149-160.
Khusainova, G.R. and Galikhanov, M.F., 2021. Work-in-progress: development of the discipline innovations in engineering pedagogy as part of an advanced professional training for educators of engineering schools in higher education institutions. InEducating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 2 23(pp. 3-10). Springer International Publishing.
Deliyannis, I. and Kaimara, P., 2019. Developing smart learning environments using gamification techniques and video game technologies.Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, pp.285-307.
Curtis, M.D., 2019. Professional technologies in schools: The role of pedagogical knowledge in teaching with geospatial technologies.Journal of Geography,118(3), pp.130-142. doi/abs/10.1080/00221341.2018.1544267
Bernacki, M.L., Greene, J.A. and Crompton, H., 2020. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education.Contemporary Educational Psychology,60, p.101827.
ETL 503 Assignment 1B
Task Description
You are to leverage on your assignment 1A - annotated bibliography for Part 1B of your assignment centred on literature exploration. The task here is to critically reflect and analyse your experiences as a primary or post-primary student compared to 21st-century schooling with contemporary pedagogies and technological advances. Compare and contrast your learning experiences with experiences and observations of 21st-century learners or other life events.
You can use your annotated references for this exercise. The step-by-step guidance is below for your necessary action. To get to that, you need to understand what literature review is:
Literature review
A literature review is a critical analysis and synthesis of existing research and publications on a particular topic or research question. It involves systematically searching, evaluating, and synthesizing relevant literature from various sources such as scholarly journals, books, reports, and other documents ADDIN EN.CITE <EndNote><Cite><Author>Thomas</Author><Year>2020</Year><RecNum>85</RecNum><DisplayText>(Bolaji et al., 2022; Thomas et al., 2020)</DisplayText><record><rec-number>85</rec-number><foreign-keys><key app="EN" db-id="0z5xz0e96tfva1et20l5f5p39t9ds09we2fa" timestamp="1677728739">85</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Thomas, Julie</author><author>Utley, Juliana</author><author>Hong, Soo-Young</author><author>Korkmaz, Hunkar</author><author>Nugent, Gwen</author></authors></contributors><titles><title>A Review of the Research</title><secondary-title>Handbook of Research on STEM Education</secondary-title></titles><periodical><full-title>Handbook of Research on STEM Education</full-title></periodical><dates><year>2020</year></dates><isbn>0429664648</isbn><urls></urls></record></Cite><Cite><Author>Bolaji</Author><Year>2022</Year><RecNum>86</RecNum><record><rec-number>86</rec-number><foreign-keys><key app="EN" db-id="0z5xz0e96tfva1et20l5f5p39t9ds09we2fa" timestamp="1677728850">86</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Bolaji, Stephen</author><author>Anyama, Stella</author><author>Kuteyi-Imonitie, Olabisi</author><author>Ibilola, Olaoluwa</author><author>Jalloh, Sulay</author></authors></contributors><titles><title>Hear it From the Horses' Mouth: Listening to African Professionals in Australia</title><secondary-title>Learning communities: international journal of learning in social contexts</secondary-title></titles><periodical><full-title>Learning communities: international journal of learning in social contexts</full-title></periodical><pages>24-34</pages><number>27</number><dates><year>2022</year></dates><isbn>1329-1440</isbn><urls></urls></record></Cite></EndNote>(Bolaji et al., 2022; Thomas et al., 2020). The purpose of a literature review is to provide an overview of the current state of knowledge on a specific topic, identify gaps, inconsistencies, and controversies in the existing research, and highlight areas for future investigation ADDIN EN.CITE <EndNote><Cite><Author>Thomas</Author><Year>2020</Year><RecNum>85</RecNum><DisplayText>(Thomas et al., 2020)</DisplayText><record><rec-number>85</rec-number><foreign-keys><key app="EN" db-id="0z5xz0e96tfva1et20l5f5p39t9ds09we2fa" timestamp="1677728739">85</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Thomas, Julie</author><author>Utley, Juliana</author><author>Hong, Soo-Young</author><author>Korkmaz, Hunkar</author><author>Nugent, Gwen</author></authors></contributors><titles><title>A Review of the Research</title><secondary-title>Handbook of Research on STEM Education</secondary-title></titles><periodical><full-title>Handbook of Research on STEM Education</full-title></periodical><dates><year>2020</year></dates><isbn>0429664648</isbn><urls></urls></record></Cite></EndNote>(Thomas et al., 2020). Literature reviews are commonly used in academic research to establish the theoretical and conceptual frameworks for a study, to identify research questions and hypotheses, and to justify the significance and relevance of the study. A literature review typically includes a summary of the key findings and themes from the literature, an evaluation of the quality and relevance of the sources, and a synthesis of the literature that identifies patterns, themes, and gaps. It may also include a discussion of the theoretical and methodological approaches used in the literature, as well as a critique of the strengths and limitations of the existing research.
Step-by-Step
Here are the general steps involved in conducting a literature review:
Define the research question: The first step is to define the research question or topic of interest. This will help you focus your search and identify relevant literature.
Conduct a systematic search: Use relevant databases and search engines to systematically search for literature related to your research question. Use keywords, phrases, and Boolean operators to refine your search and identify the most relevant sources.
Evaluate and select sources: Evaluate the relevance, credibility, and quality of the sources you have identified. Select only those sources that are directly relevant to your research question and meet your criteria for quality.
Read and analyse the sources: Read the selected sources carefully, taking notes and highlighting key information. Analyse the information and identify patterns, themes, and gaps in the literature.
Organize the sources: Organize the sources into categories or themes based on the research question and the patterns and themes that emerged from the analysis.
Write the literature review: Write the literature review, following the appropriate structure and format for your field or discipline. Include an introduction that provides context and rationale for the review, a summary of the key findings and themes, a critical analysis and evaluation of the literature, and a conclusion that highlights the implications and future directions for research.
Revise and edit: Revise and edit the literature review, ensuring that it is well-organized, clearly written, and free of errors.
Update and maintain the literature review: Regularly update and maintain the literature review, incorporating new literature as it becomes available and revising the review as necessary based on new findings and insights.
Marking Rubric
Criteria Excellent HD/D Satisfactory C Need Improvement P
Critical Reflection The reflection demonstrates a high level of critical analysis, providing insightful comparisons and contrasts between personal experiences as a primary or post-primary student and contemporary 21st-century schooling. The reflection demonstrates some critical analysis, providing some comparisons and contrasts between personal experiences and contemporary 21st-century schooling. The reflection demonstrates little critical analysis, providing limited comparisons and contrasts between personal experiences and contemporary 21st-century schooling.
Use of Evidence The reflection effectively incorporates relevant literature and evidence to support the comparisons and contrasts between personal experiences and contemporary 21st-century schooling. The reflection incorporates some relevant examples and literature to support the comparisons and contrasts between personal experiences and contemporary 21st-century schooling. The reflection does not effectively incorporate relevant examples and evidence to support the comparisons and contrasts between personal experiences and contemporary 21st-century schooling.
Quality of Writing The reflection is well-written, with clear and concise language, correct grammar and spelling, and effective use of academic language and conventions. The reflection is mostly well-written, with some errors in grammar or spelling, or ineffective use of academic language and conventions The reflection is poorly written, with frequent errors in grammar or spelling, and ineffective use of academic language and conventions.
Overall Perspective The reflection provides a thoughtful and insightful perspective on the topic, demonstrating an understanding of the complexities and nuances of the issues involved. The reflection provides a basic perspective on the topic, but may lack depth or insight. The reflection provides a superficial or limited perspective on the topic, with little or no understanding of the complexities and nuances of the issues involved.
Sample of a literature review
Topic: The Impact of Teacher Feedback on Student Learning
Introduction
Feedback is a crucial component of effective teaching and learning, providing students with information about their progress and areas for improvement. Teacher feedback can take many forms, including written comments, verbal feedback, and peer review, and can have a significant impact on student learning outcomes. This literature review aims to examine the existing research on the impact of teacher feedback on student learning, identifying the key themes, findings, and limitations of the literature.
Theories/ Assumptions/ Methodology
A systematic search of relevant databases, including ERIC, PsycINFO, and Google Scholar, was conducted using keywords such as "teacher feedback", "student learning", and "assessment". The search was limited to articles published in English between 2010 and 2021, with a focus on empirical studies that examined the relationship between teacher feedback and student learning outcomes such as academic achievement, motivation, and self-regulation.
Results
The literature review identified a total of 50 relevant studies that met the inclusion criteria. The studies varied in terms of design, sample size, and measurement tools, but overall, they provided consistent evidence of a positive relationship between teacher feedback and student learning outcomes.
Impact of Teacher Feedback on Student Learning
Academic achievement: Several studies found that teacher feedback had a significant impact on student academic achievement, particularly in the areas of reading and writing. For example, a study by Black and Wiliam (2010) found that formative assessment, which involves providing feedback to students during the learning process, improved student achievement by an average of 0.4 standard deviations.
Motivation: Studies also found that teacher feedback can have a positive impact on student motivation, particularly when the feedback is perceived as informative and supportive. For instance, a study by Hattie and Timperley (2007) found that feedback that provided clear goals and directions for improvement was more effective in enhancing student motivation than feedback that focused on errors or mistakes.
Self-regulation: Finally, several studies found that teacher feedback can help students develop self-regulation skills, such as the ability to monitor and regulate their own learning. For example, a study by Butler and Winne (2015) found that feedback that provided students with information about their progress and strategies for improvement helped students develop self-regulation skills that improved their academic performance.
Factors That Influence the Impact of Teacher Feedback on Student Learning
While the literature provides consistent evidence of a positive relationship between teacher feedback and student learning outcomes, there are also factors that can moderate or mediate this relationship. For example, studies have found that the quality and timeliness of feedback, the perceived relevance and usefulness of the feedback, and student characteristics such as motivation and self-efficacy can influence the impact of teacher feedback on student learning outcomes.
Conclusion
Overall, the literature review provides consistent evidence of a positive relationship between teacher feedback and student learning outcomes, particularly in the areas of academic achievement, motivation, and self-regulation. While the relationship is complex and may be influenced by a range of factors, the evidence suggests that effective teacher feedback is a key component of successful teaching and learning. Further research is needed to better understand the mechanisms underlying this relationship and to develop effective strategies for providing high-quality and timely feedback to students.
References/ Bibliography
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi delta kappan, 92(1), 81-90.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis.Review of educational research,65(3), 245-281. https://www.jstor.org/stable/pdf/1170684.pdf ADDIN EN.REFLIST Bolaji, S., Anyama, S., Kuteyi-Imonitie, O., Ibilola, O., & Jalloh, S. (2022). Hear it From the Horses' Mouth: Listening to African Professionals in Australia. Learning communities: international journal of learning in social contexts(27), 24-34.
Thomas, J., Utley, J., Hong, S.-Y., Korkmaz, H., & Nugent, G. (2020). A Review of the Research. Handbook of Research on STEM Education.
