Innovation In Educational Practice Research Articles

Personalized Translator Training in the Era of Digital Intelligence: Opportunities, Challenges, and Prospects

This study investigates the transformative effects of digital intelligence on translator education through a theoretical and exploratory approach, employing both bibliometric and content analysis to derive its findings. It systematically examines the evolution of translator training methodologies through the integration of AI, ChatGPT, large language models (LLMs), and 5G, providing a comprehensive framework for understanding these changes. Key findings reveal that personalized learning, supported by digital tools, significantly enhances student engagement and skill acquisition. However, challenges such as ensuring data quality, mitigating excessive dependence on technology, and maintaining ethical standards persist. The study underscores the critical necessity of developing advanced training platforms and strategies that foster effective teacher-student interactions and uphold academic integrity. Furthermore, it emphasizes the importance of continuous innovation in educational practices to equip future translators for the demands of a digital and highly connected world. These insights offer valuable guidance for educators and policymakers in crafting curricula that are both forward-thinking and resilient.

Predicting the use of chatbot systems in education: a comparative approach using PLS-SEM and machine learning algorithms

Adopting innovations in educational practice is a challenging task. In order to promote the use of technological innovations, acceptance of the technology by potential users is a prerequisite. Indeed, understanding the various factors that influence technology acceptance is critical for technology acceptance research. The use and acceptance of chatbots in education as a technological innovation is a topic that needs to be investigated. Chatbots, which offer close to human interaction between the user and technology through text and voice, can provide significant benefits in educational environments. The UTAUT2 model (extending UTAUT), which is widely used to evaluate technology acceptance, can serve as a framework for evaluating the acceptance and use of chatbots. This study aims to predict factors influencing students' use of chatbots in education within the UTAUT2 framework. PLS-SEM and machine learning tested the model, involving 926 students. According to the findings of the study, behavioral intentions were influenced by various factors including performance expectations and attitudes. Facilitating conditions and intentions significantly impacted chatbot usage time. Moderator effects were observed with age, gender, and usage experience affecting behavioral intentions. Support vector machine and logistic regression showed high prediction accuracies for behavioral intentions and usage time, respectively. These results provide insights for chatbot designers to meet user needs in educational settings.

Развитие гуманистической направленности современной системы образования России: условия реализации

The education system includes the main social institutions that perform the functions of upbringing and education. A common characteristic of any education system is the orientation towards the transfer of knowledge and the formation of skills in order to develop students. At the same time, each stage of social development corresponds to an education system that meets the requirements for the results and goals of education in a particular society. Historically, the evolution of educational systems is interconnected with the transformation of the socio-political structure. The need for a serious reform of the Russian educational system arose under the infl uence of two interrelated factors: the collapse of the Soviet Union in December 1991 and its education system, and the rejection of the existing ideology of educating the younger generation. The protracted reform of the Russian education system is currently causing a lot of criticism from experts and the public, one of which is the deviation from humanistic traditions in teaching practice. The subject of analysis in the article is the conditions that ensure the implementation of the idea of developing the humanistic orientation of the modern education system in Russia. At the origins of the implementation of any idea is a person, innovations in educational practice are embodied by a teacher. Consequently, the backbone components capable of ensuring the embodiment of the idea of a humanistic orientation of the modern education system in Russia are the goals of education that are consonant with this orientation and the pedagogical staff that ensure their achievement. At the same time, the reforms of domestic education in the post-Soviet period led to the loss of the primacy of the educational component in the educational process. Currently, society and the state are making efforts to make up for this mistake. However, a signifi cant obstacle to solving this problem is often the unpreparedness of teachers to implement the educational functions of education based on the humane principles of pedagogy, the basis of which is to take into account the individual characteristics and personal needs of the pupil. The introduction of new forms and methods of working with students will not provide long-term results if it does not affect the foundations of the education system. The purpose of the article is to systematize and supplement information about the conditions that contribute to the development of the humanistic orientation of the modern education system in Russia. The author evaluates the evolution of two ideas: the humanization of education and the formation of a professional orientation in the system of teacher training. The humanistic orientation is substantiated by the author as part of a professional orientation. The origins, problems and approaches to the scientifi c analysis of the idea of the formation and development of the humanistic orientation of future teachers in the conditions of university education are analyzed. To obtain substantiated scientifi c results, the author analyses the normative documentation of the Russian education system, dissertation research, current periodicals and the educational environment of the university. The paper also indicates the reasons preventing the mass dissemination of humanistic ideas in modern Russian education. Thus, the author draws reasonable conclusions about the set of conditions necessary for the development of the humanistic orientation of the education system of modern Russia. Among the conditions mediated by the system of training of pedagogical personnel are: respectful relations of the subjects of the educational process; selection of the content of education; use of active forms and methods of training and education; participation of students in volunteer activities, including leader activities; creation of a special educational environment of the university. The general conclusion of the article is the emphasis on the dependence of the embodiment of the idea of developing the humanistic orientation of the Russian education system on the organizational and pedagogical conditions of the modern system of training teachers. The teaching staff in this historical period is a system-forming component of the Russian education system, on which the results of its transformation depend.

Changes in Indonesian private universities educational practices in the post COVID-19 environment

Education was one of the sectors most significantly affected by the Covid-19 due to social distancing and home study requirements, which resulted in educational institutions changing the learning process in terms of how classes were delivered. However, whilst there were difficulties from the Covid-19 pandemic, it also resulted in a unique opportunity to implement digital transformation of the education system by bringing about positive change. As a consequence educators and students are required to be able to quickly adapt to changes in the online learning system, and educational institutions must invest and update infrastructure by developing online learning platforms that facilitate the teaching and learning process. Using the lens of Lewin's change model, this study aims to explore the effects of the Covid-19 pandemic on educational practices, educator perspectives and key determinants of readiness behavior in universities. This study uses a qualitative method by conducting semi-structured in-depth interviews with seventeen key informants who are educators in private universities in Indonesia. This study found that most educators experienced problems during online learning practices, and they realized that these changes in educational practices would continue in the post-Covid era. We also identify two key determinants of behavioural readiness for dealing with change: adaptability and engagement initiative, and innovation in educational practice that helps to understand the digitalization process caused by the Covid-19 pandemic. This study has both practical and academic implications by providing recommendations for education policy makers, practitioners and researchers on post-Covid education systems and how to deal with future crises.

Exploring Methodological Approaches in Secondary Education in Castellón, Spain: A Comparative Analysis of Traditional, Blended, and Innovative Teaching

The traditional model of teaching-learning process, concerned with the knowledge acquisition within the confines of a classroom, has long prioritised exam preparation and measurable academic success through standardised tests. In contrast, hybrid education integrates in-person teaching with online learning, leveraging Information and Communication Technologies (ICTs) in order to create adaptable and comprehensive learning environments. This paradigm shift acknowledges students individuality, tailoring instruction to their unique learning needs. This research investigated the methodologies employed by secondary education instructors in the province of Castellón (Valencia, Spain), drawing insights from the experiences of 45 master's students specialising in Language and Literature and Language Teaching. Participants were prompted to share their experiences, focusing on identifying whether their supervisors utilised traditional, hybrid, or innovative teaching methodologies. The Padlet platform was employed in the research to collect qualitative data through open-ended responses, providing a rich source of information on the teaching and learning processes observed during 200-hours of internship. Data analysis revealed intriguing insights into the methodologies employed by supervisors. The results indicated a spectrum of teaching methodologies in Castellón's secondary schools, emphasising the importance of considering both traditional and hybrid approaches, while also promoting innovation in educational practices. In conclusion, the findings not only offered a picture of current teaching methods but also provided valuable insights for future discussions on curriculum development, teacher training, and the overall enhancement of the teaching-learning experience.

TPACK, Organizational Support, and Technostress in Explaining Teacher Performance During Fully Online Learning

Aim/Purpose: This study aims to analyze (1) the effect of organizational support on Technological Pedagogical Content Knowledge (TPACK), (2) the effect of organizational support and TPACK on teacher performance, (3) the effect of organizational support and TPACK on technostress, and (4) the effect of technostress on teacher performance. Background: The disruption of Information Technology (IT) innovation in educational practice happened two decades ago. However, the more massive and intense IT integration in teaching and learning practice was demanded during the COVID-19 pandemic. These circumstances made teachers and students face a new teaching and learning environment with complete IT mediation. Therefore, they will show a unique response valuable for managing effective education and further research regarding teaching and learning in the online environment. Methodology: Using a purposive sampling technique, data was collected from 419 pre-service teachers in the economics and business field. The data was then tabulated and analyzed using PLS-SEM. Contribution: This study connects the concept of TPACK as knowledge to organizational support and technostress as the organizational and personal response to deal with massive IT integration in fully online learning during the COVID-19 pandemic. This study bridges the educational concept of teacher competence to the behavioral framework of IS users to deal with the online environment. Teaching and learning are tasks that engage human-to-human interaction, which is different from other productive activities like the business sector. Therefore, this study may give fruitful findings, both theoretically and practically, to improve educational practice in this digital age. Findings: Researchers found that organizational support and TPACK were valuable antecedents of teacher performance in an online environment. At the same time, technostress is not a critical threat to teacher performance. However, technostress exists among teachers and is uncontrollable by TPACK and organizational support. Researchers argue it is an unavoidable circumstance. The educational system demands a rapid shift to fully online learning due to the COVID-19 pandemic. Therefore, the teacher should accept the challenge to maintain the continuity of teaching and learning activities. Recommendations for Practitioners: (1) Teachers’ knowledge and organizational support should become an essential concern for policy makers and school leaders to maintain teacher performance in this dynamic online environment. (2) The educational leader should develop a strategy to manage technostress among teachers from another aspect beyond TPACK and organizational support. (3) Policymakers should develop a strategy to compensate for teacher effort and sacrifices resulting from IT disruption in their working experience. Recommendation for Researchers: Researchers should confirm and refine the framework developed in the private sector to the educational sector to generate more theoretical and empirical understanding regarding the functional integration of IT devices on certain entities’ productive tasks. Impact on Society: This study gives more understanding of how teachers respond to IT-integrated tasks in their academic activity. This discussion will give more wisdom to understand the threshold of IT usefulness in the educational field besides giving preference to managing it to maintain teachers’ work quality. Future Research: Further research is required to identify the critical factors to manage teachers’ technostress effectively. A qualitative research method may be helpful in exploring teachers’ complex responses regarding IT-integrated tasks.

Use of video games in elementary school: A systematic review

<p>It shows the results of a research developed at the University of La Sabana, with the aim of identifying the uses that have been given to video games in primary education in the world. A systematic review of literature published in scientific journals between 2000 and 2019 was carried out. The results show that the area of greatest use of video games is natural sciences, and that their use favors interaction and innovation in educational practices.</p><div><p> </p></div>

The Perceptions of digital technology at a New Zealand tertiary institution.

The way educational institutions view certain technology has changed dramatically over the years, especially with the world lockdown in 2020. Understanding how digital technology is seen in an educational institution is the path to finding out how to improve and enhance the learning experience for students. A study by the OECD (Organisation for Economic Co-operation and Development) showed “digitalisation has been one of the main drivers of innovation in educational practices in the classroom in the past decade.” (Vlies, 2020)
 
 The study examined how different members of a New Zealand tertiary education institution perceive digital technology in their respective areas of study. It examined how technology is viewed by students from differing degrees and levels, as well as how these views differ within the undergraduate and postgraduate levels of study. The perception of educators was also examined to see how different departments view the tools they use in their respective programmes and how it differs from both past and present students. The methodology behind the research was using a mixed-method research approach to gain both qualitative and quantitative data. This method would allow for the Sequential Explanatory Strategy (Terrell, 2012) to interpret the study. The strategy is done via the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The quantitative data collection used an online survey to collect a large, population of anonymous participants.
 
 The online survey was conducted using the Qualtrics software and was administered amongst the population of the university. A particular focus was put on the undergraduate population, being the largest group of students, given their reliance on distance learning as a result of the lockdowns in New Zealand in 2020/21. The survey featured a multitude of questions to collect a mix of quantitative and qualitative data.
 
 The findings from the initial survey highlighted departments at the institution that have a stronger positive outlook towards using a higher amount digital technology in their curriculum. There was a subgroup that still preferred a more practical, face-to-face approach. In response to a question regarding whether digital technology adoption may be lagging in certain programmes/disciplines, the majority of participants gave the unknown response with the second-highest group saying it was likely. The main reason participants gave for the lag of adoption of digital technology was the underfunding of programmes, with some participants further suggesting a possible correlation between underfunding, understaffing and inadequate training. The latter coheres with the OECD study, with training being one of two key aspects of education policies: “First, teachers need sufficient training to deploy and teach about digital technologies. Second, countries need a standard for digital skills and literacy for students.” (Vlies, 2020)
 
 Ongoing follow-up interviews are currently being conducted to supplement the data from the online survey results. This study will be of interest to curriculum developers, decision-makers, policymakers, future students, educators, technologists, and other educational institution staff.

Magnet-škole i različiti aspekti njihovog delovanja

Starting from the position that innovations in education are becoming an imperative of educational systems, this paper deals with magnet schools that, although repre- senting the American model of public, government schools, attract the attention of researchers and educators outside the American continent. The aim of this paper is to analyze the basic characteristics of magnet schools in the context of global trends and modern educational poli- cies. This goal is conceptualized within three tasks: (1) investigating global trends in education with special emphasis on the question of school choice, (2) presenting the emergence of magnet schools and analyzing their basic characteristics, (3) examining the effects of magnet schools. Based on theoretical analysis, it is concluded that magnet schools, as schools of choice that attract students and parents interested in certain contents or approaches to education, have the potential to act towards equal opportunities for quality education, by introducing innovations in educational practice, they strive to simultaneously promote the quality of education, equality and social justice.

Mobile Learning as the Key to Higher Education Innovation: A Systematic Mapping

The study of educational innovations has attracted increasing attention from academics and researchers around the world. Educational innovation proposes the implementation of new approaches or practices that are beneficial and make an impact on individuals or academic communities. The current educational model of many higher education institutions (HEIs) was not designed for this generation of “digital natives”. For this reason, HEIs face the challenge of building teaching strategies that generate meaningful educational experiences. This research seeks to address this issue through a systematic mapping that includes empirical research papers from 2015 to 2020 that study innovations in educational practices using mobile devices. A qualitative and quantitative approach was applied using a four-stage research methodology to evidence innovation in higher education. After employing the selected methodology and applying all the exclusion criteria, 27 papers related to the research topic were identified. Mapping was also performed between the corpus of papers and five dimensions on educational innovation (the purpose of learning, the context of learning, the role of the teacher, the role of the learner, and the evidence of the outcome). The findings reveal that the role of the teacher is the dimension that is least analyzed in innovation initiatives, whereas the most analyzed dimension is the purpose of learning. The goal of this work was to explore and identify educational innovations and unveil uncovered fields of research to generate opportunities for new lines of research in educational innovation.

Impact of distance learning on psycho-emotional state in schoolchildren in Krasnodar

Background. Mental and physical health of students is directly linked to the emotional safety of educational environment and its recent transformation. Adoption of distance learning and IT innovations in educational practice influences students’ psycho-emotional state.Objectives. Assessment of the psycho-emotional state of junior (9–11 years old) and older (12–17 years old) schoolchildren in Krasnodar at distance learning with respect to type of the educational institution (gymnasium, general secondary school), gender and age.Methods. The study surveyed a total of 341 students of secondary school and 429 students of gymnasium belonging to the junior (9–11 years) and middle (12–17 years) age cohorts in Krasnodar. The Spielberg-Khanin State-Trait Anxiety Inventory (STAI) and WHO-5 well-being index questionnaire were used to assess the psycho-emotional status. A specialised questionnaire (SQ) for demographic and social assessment was used to identify the link between psycho-emotional disorders and socio-demographic factors. The questionnaires were self-filled twice, during personal school attendance and two months after the distance learning period.Results. Moderate and high personal anxiety with low STAI alert prevailed in 83.9% of gymnasium and 85.3% of secondary school students. The anxiety level and WHO-5 well-being index were almost independent of school type and age but associated with gender: moderate personal anxiety prevailed in boys, and high anxiety — in girls. All students were shown to spend longer time on a computer or smartphone screen during distance learning.Conclusion. We revealed no negative impact of short-term distance learning on psycho-emotional state in schoolchildren in Krasnodar. This observation may relate to a lower emotional stress at home-based distance learning due to a greater ability for time management in more comfortable environment. A negative prognosis on mental, cognitive and social skill development in schoolchildren is premature.

How teachers can improve their classroom interaction with students: New findings from teachers themselves

Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention. Three aspects of classroom interaction are addressed: emotional support, classroom organization and instructional support. The sample contained 81 teachers from 14 Norwegian lower secondary schools reporting, through digital logs, on learning experiences with respect to classroom interaction. Moreover, they reported on the types of learning activities they undertook. Findings indicated that teachers’ improvement in classroom interaction was, to a large extent, dependent on their own, or their colleagues’ strong knowledge of classroom interaction. The results of the study add to our understanding of teachers’ knowledge and skills within classroom interaction and how teachers can improve their knowledge, e.g., through reflection on situations in the classroom. Still, the authors suggest a stronger emphasis on the integration of research based knowledge and teacher learning strategies to support teachers to reach their full teaching potential.

Application of Zoom in Multisensory Teaching from the Perspective of Multisensory Integration

The thesis aims to analyze the feasibility and popularity of emerging multimedia tools like Zoom in multisensory teaching. The thesis discusses the theoretical base—multisensory integration and its application in multisensory teaching. On the base of this teaching method and with innovation in educational practice, educators are more inclined to use multimedia, especially video tools like Zoom. Besides the benefits of traditional multimedia, Zoom shows other superiorities: supporting collaborative learning, sharing texts and materials on the screen and supporting saving multimedia contents and keeping records. However, multimedia is a double-egged sword, teachers should use it properly.

Educational innovation as re-mediation: a sociocultural perspective

PurposeThe purpose of this theoretical essay is to discuss recent scholarship in sociocultural studies of literacy – including two recent books by Peter Smagorinsky (2011) and Luis Moll (2013) and recent articles by Gutierrez and Engestrom – and to synthesize ideas from this scholarship into a coherent lens for understanding innovations in language and literacy education and in education more broadly, when language is seen as the means through which transformation of thought is achieved.Design/methodology/approachThis essay uses ideas from Vygotskian theory, as interpreted by Moll, Smagorinsky, Gutierrez and Engestrom, to re-conceptualize innovation – a theme of current importance in literacy education and indeed education broadly – as culturally mediated. The author discusses specifically two examples of recent innovations in educational practice – the notion of multiliteracies and approaches to teacher education based on hybrid activity settings that link researchers and teachers, university and school.FindingsAs this is not an empirical study, there are no findings per se. However, the author’s discussion of innovation through a sociocultural lens focuses on re-mediation and the deliberate, conscious setting of goals as a means for construction knowledge in, and about, innovations in literacy teaching and learning. Also, the author concludes the essay with several principles by which to evaluate innovations from a sociocultural perspective.Research limitations/implicationsThis conceptual paper has the potential to contribute to new ways of applying sociocultural theory in literacy teaching and research, particularly research that involves the study of innovative, transformative practices in teaching and learning.Originality/valueThis essay offers a theory-driven reconceptualization of innovation for use in educational research and practice, which has a potential value as an antidote to shallow, narrow and/or prescriptive models of language and literacy innovations that are offered to practitioners. Put another way, it offers readers a new way to think about innovation in sustainable and culturally relevant terms.

INTERACTIVE TEACHING OF FOREIGN LANGUAGES IN HIGHER EDUCATION: CONCEPT FORMATION IN THE DEVELOPMENT CONTEXT OF PEDAGOGICAL SCIENCE (SECOND HALF OF XX – BEGINNING OF XXI CENTURY)

The article reveals the concept formation of interactive teaching of foreign languages in higher educational establishments of Ukraine (second half of XX – beginning of XXI centuries). It has been determined that the term "interactive teaching" is relatively new one. Its implementation to the pedagogical thesaurus was carried out in the 90s of XX century, when the concept apparatus of pedagogical science was enriched actively by the research achievements of related sciences. It is proved that the concept "interactive teaching" by itself comes from the term "interactivity", which at that time was widely used in sociology.Based on the analysis of the leading scientific researches: sociological – symbolic interactionism, role theories and reference group theories (H. Blumer, M. Kun, J. Mid etc.), psychological – the concept of humanistic psychology (A. Maslow, K. Rogers, D. Moreno and others), social perceptual cognitive theory (K. Levin, F. Haider, T. Newcom, L. Festinger), pedagogical − the theory of active learning, studies concerning intensification of education, providing cognitive activity, formation of educational and dialogical interaction (V. Guzieiev, M. Klarin, E. Polat, V. Slastonin etc.) it has been defined the scientific sources of the concept development of interactive teaching of foreign languages in higher education of Ukraine achievements of the second half of XX – beginning of XXI century. The study found that some scholars attribute concept formation of interactive teaching with the development of the Internet. Studying the phenomenon of interactive teaching in this dimension involves focusing attention on the implementation of information technologies, distance education, usage of Internet resources also e-books and reference books, work online and so on into educational process. At the same time, there is a view that interprets interactive nature of learning with more wider general and pedagogical standpoint as the ability to interact or be in the mode of dialogue with anyone (for example, a human being − teacher, student etc.) or anything (e.g., a computer). The contradiction on the understanding of the term "interactive teaching" lies in the scientific origins of the outlined problem, namely in the history of formation and development of the interactive teaching concept. It was found that the concept development of the interactive teaching of foreign languages was carried out on the basis of the so-called traditional model, which envisages the application of consciously comparative (L. Shcherba) and consciously practical (B. Beliaiev) teaching methods. The necessity to improve the process of teaching foreign languages has led to the justification of the intensive method (H. Lozanov), the method of "enhancing of the individual and collective capabilities" (H. Kytaihorodska), the method of "integrative linguistic and psychological training" (I. Rumiantseva) etc. It is proved that the scientific researches of the named scholars with the aim of implementing the identified innovations in educational practice have become a driving force in the concept development of interactive teaching of foreign languages in higher education of Ukraine of the study period.

ЕЛЕКТРОННІ СОЦІАЛЬНІ МЕРЕЖІ ЯК СКЛАДНИК СУЧАСНИХ СОЦІАЛЬНИХ МЕДІА

In the article it has been analyzed the essence of terminological concepts such as "Media", "Social Media", "social electronic networks", "technology Web 2.0» in research sphere of the studied problem. There is given the analysis of recent publications on research of opportunities of social media services usage to form mediaand informational literacy training and implementation of innovation in educational practice. The author's vision of social media in the context of their use in secondary schools is presented. The role of networking as a necessary additional tool to improve the quality of the educational process is investigated. The pedagogical experience of using services of electronic social networks in teaching children and youth is analyzed.

RESISTANCE TO INNOVATION: ESSENCE, PREVENTIVE MEASURES AND WAYS OUT

The paper raises the issue of school teachers’ resistance to innovations related to modernization procedures, updates of educational content, methods and forms. The rejection of innovations is regarded by the authors as a psychological and pedagogical phenomenon; its roots and causes being analyzed including the consequences of some ineffective, poorly developed and even harmful innovations introduced or proposed by the Russian Ministry of Education and Science. The research findings demonstrate different innovation barriers along with the resulting inner skepticism and its external manifestation. However, in spite of partially justified skepticism, the authors maintain that the firm resistance to any innovation adversely affects both the education quality and teachers’ personal and professional characteristics. In conclusion, the paper suggests some preventive measures for overcoming teachers’ resistance to positive innovations in educational practices, and describes a successful experience of one of the rural schools applying a psychological mechanism of internalization of innovations. Additionally, the role of the school principal in developing teachers’ motivation for innovations is emphasized.

ENGLISH

Higher education in Nigeria has come under severe criticisms in recent time due to poor quality of itsproducts. There is therefore an urgent need for academic institutions in Nigeria to catch up with innovationsin educational practices in developed economies. This paper explores the benefits of digital libraries to highereducation in Nigeria in the 21st century. It examines the challenges being faced by higher education in Nigeria.These include the deplorable state of the libraries, inadequate funding, severe shortfall in teacher: studentratio, poor quality of graduates, increasing demand for participation in higher education, among others. Ithighlights the fact that digital libraries are critical and essential for effective teaching, research, and learningin all tertiary institutions in the 21st century and it should therefore be a priority. However, the paper stressesthat the development of digital libraries should not be conceived as a panacea for the myriads of challengesfacing higher education in Nigeria but that it is a technology that promises to address some of these challenges.Therefore, strong and unwavering commitment by all the stakeholders towards the deployment of digitallibraries in tertiary education is recommended. http://dx.doi.org/10.14429/djlit.32.4.2531

Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching

Despite its theoretical appeal and research-based support, task-based language teaching (TBLT) continues to have a somewhat limited influence on actual second language teaching practices in many contexts. This study considers the relationship between teacher education and the broader use of TBLT. It investigates the effects of a constructivist-based curriculum course on student teachers’ disposition towards the principles of TBLT. It also addresses their utilization of the approach during their teaching practicum. Based on both quantitative and qualitative analyses, the findings suggest that the course increased the student teachers’ disposition towards TBLT, but that the positive disposition did not tend to translate into actual use or implementation during the practicum. The article argues that while teacher education programs have the potential to promote innovation in educational practices, several factors remain to be addressed, including cultural norms in education and the lack of support for student teachers.

The convergence of gaming practices with other media forms: what potential for learning? A review of the literature

Nowhere in the current digital technology landscape is the process of ‘blurring the lines between media’ more apparent than with the uses and applications of gaming practices and technologies. Here the overlaps between new media and media interfaces are becoming significant as games technologies and practices are becoming more pervasive as commonplace social practices. This article reviews literature for evidence of these trends of convergent media forms as a starting point for a wider debate for using games technologies and practices to support learning practices. The article outlines convergences between gaming and cinema, gaming and the Internet, and gaming and emergent technologies and interfaces (e.g. mobile phones and social software). The article aims to foreground major dimensions of convergence in relation to the potential of innovations in educational practice and activities. The article concludes that variant forms of gaming are widespread. But while the converging forms of gaming with other media forms provide potential for supporting educational practices, these new forms still need to be considered in relation to clear pedagogic strategies, supported peer interactions and tutor engagement.