Virtual Posters
Asynchronous Session
E-Learning Specialist in Education Online Graduate Degree Program : A Review of the Concentration in Culture, Cognition, and Learning Process View Digital Media
Poster Session Barbara Young, Donald Snead
This review describes the overall design, content, and goals of 100% 30-hour online Graduate Specialist in Education Degree Program / Culture, Cognition, and Learning Process. This unique online program offers high-quality e-learning that addresses cultural issues and emerging research in Learning Sciences affecting educators. Asynchronous courses provide engagement in the examination of self, cultural diversity, personal and social responsibility, and an increase in intercultural competence.
Your Professor Will Not Be Robot Maria, Robbie, or Sophia: Reminders of Human Need and Basic Equity Planning View Digital Media
Poster Session Diana Rios, Mary Helen Millham
Pro-innovation biases are common reactions to novelty and the promise to solve problems (Dearing & Cox). Some may see a future where robot teachers are normative and cheap, alongside robots that deliver packages. Dismantling the U.S. Dept. Education weakens policies, abilities to inform, bring knowledge to, and lift up common citizenry. More than a mouthpiece attached to a body, human educators have made use of technological innovations, over generations, to bring curriculum to many students/learners. The instructor, building from pedagogical knowledge and experience, chooses area content and teaching-learning tools most suitable, available, affordable (Stuyniski). Machines (tablets, laptops, etc), apps, media, were invaluable during COVID. World communities learned that electricity, internet, and equipment ownership are necessary to join a parallel education system online. The U.S. “least educated” states suffer low incomes (World Population Review) and experience compounded problems. Non-white ethnic/racial neighborhoods experience lower incomes and related issues. Elite neighborhoods and developed metropolitan cities take advantage of innovations for any purpose, thus perpetuating gaps (World Monetary Fund). U.S. educational inequities will not be solved by AI tutor apps created by venture capital investors. Innovations are tools, to be selected, put to work by instructors, professors. Innovations are not “replacements” for planning curriculum and learning modules for student-learners. Robotics of popular imagination, and products from private development laboratories, are intriguing. And, human educators, public good policies, are still greatly needed across educational realms (Labor Projections). Finally, basic human needs and economic inequalities are persistent battles to be won.
The Integration of Generative AI and Other Digital Tools in the Teaching of Grammar in French as a Foreign Language View Digital Media
Poster Session Sandrine Azéma
This study demonstrates how to integrate an AI image generator, online platforms and services and the narrative polycode text into one educational product, tested with undergraduate students in Linguistics at MSU. This product represents grammar exercises in electronic format to develop grammatical competence and skills in writing and speaking in French among students with A2 level. Its relevance rests in the actualisation of the didactic potential of polycode and narrative texts, the principles of gamification and the integration of numerous digital tools into the development of grammar exercises. The objective is to develop: 1) grammatical competence 2) oral expression competence 3) discourse competence 4) sociocultural competence. The product consists of several parts: 1) the preparatory phase aims to immerse students in the theme of the text and introduce them to the exercises' format 2) the practice phase aims to develop students' grammatical competence on an individual basis 3) the post-reading phase aims to develop grammatical, oral and written expression competences. We analyse the results of introducing the product in the target group to verify: 1) the compliance of the selected teaching material with the actual level in French that students have 2) the compliance of the grammatical material aimed to be tested with the grammatical material internalised 3) the relevance of the text frame. We identified the troubles when using digital tools and measured the influence of the format of exercises on the emotional and motivational components of the language learning process.
Investigating Elementary School Teachers' Technological, Pedagogical, and Content Knowledge Competencies and Levels in Teaching Mathematics View Digital Media
Poster Session Hsing-Wen Hu, Chen-Yuan Tu
This study investigates the Technological, Pedagogical, and Content Knowledge (TPACK) competencies and levels of elementary teachers during their mathematics instruction. Thirty-seven elementary school teachers participated in observations over the past two years. The research employed a qualitative approach through a collective case study framework. The findings reveal that participants possess varying degrees of TPACK competencies. Furthermore, the study demonstrates a significant connection between the teachers' TPACK levels and their competencies.
Evaluating English Foreign Language Curricula for Young Learners with a Focus on Oracy Skills View Digital Media
Poster Session Maria Papapolydorou
This study provides a synthesis of the literature on curriculum evaluation and specifically, on curriculum evaluation related to the oracy skills of Second Language / Foreign Language (SL/FL) programmes for young learners (YL). The paper discusses general principles and key methodological approaches for curriculum evaluation. The discussion focuses on literature pertinent to ESL/EFL curriculum evaluation, aiming to identify key parameters that will assist in developing an effective scheme for evaluating an EFL curriculum. Then the paper turns to the specific issue of evaluating oracy skills within an EFL curriculum. This is a less researched topic, as it is only recently that some researchers have directed their attention to this end. It synthesises key studies, such as Bueno-Alastuey and Agulló's (2015) checklist for evaluating oral skills in EFL textbooks and van Batenburg et al.’s (2020) coding framework for assessing oral interaction activities in EFL coursebooks. The paper subsequently examines the distinctive challenges of evaluating English as a Second Language (ESL) curricula for YL. Drawing on Arnold and Rixon’s (2010) findings, it underscores the necessity of designing developmentally appropriate, engaging, and culturally sensitive materials while recognising the complexities introduced by varied educational settings and supplemental private education. By combining these comprehensive frameworks, the paper provides insights into the development and evaluation of SL/FL curricula that support YL SL/FL oral competencies. The findings have significant implications for educators, curriculum developers, and policymakers striving to optimise language acquisition outcomes in increasingly diverse educational environments.
