Textbook

Brave New Digital Classroom examines the most effective ways to utilize technology in language learning. The author deftly interweaves the latest results of pedagogical research with descriptions of the most successful computer-assisted language learning (CALL) projects to show how to implement technology in the foreign language curriculum to assist the second language acquisition process. This fully updated second edition includes new chapters on the latest electronic resources, including gaming and social media, and discusses the realities and potential of distance learning for second language acquisition. The author examines the web, CALL applications, and computer-mediated communication (CMC), and suggests how the new technologically assisted curriculum will work for the foreign-language curriculum. Rather than advocating new technologies as a replacement for activities that can be done equally well with traditional processes, the author envisions a radical change as teachers rethink their strategies and develop their competence in the effective use of technology in language teaching and learning. Directed at all language teachers, from the elementary school to postsecondary levels, the book is ideal for graduate-level courses on second language pedagogy. It also serves as an invaluable reference for experienced researchers, CALL developers, department chairs, and administrators.

This handbook sets out the processes and products of ′digital′ research. It is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences. Topics covered include: - how to make research more accessible - the use of search engines and other sources to determine the scope of work - research training for students - what will theses, dissertations and research reports look like in ten years′ time? - the storing and archiving of such research - ethics and methodologies in the field - intercultural issues The editors focus on advances in arts and practice-based doctorates, and their application in other fields and disciplines. The contributions chart new territory for universities, research project directors, supervisors and research students regarding the nature and format of Masters and doctoral work, as well as research projects. This handbook is an essential reference for researchers, supervisors and administrators on how to conduct and evaluate research projects in a digital and multimodal age. Richard Andrews is Professor in English, Faculty of Children and Learning, Institute of Education. Erik Borg is a Senior Lecturer at Coventry University′s Centre for Academic Writing. Stephen Boyd Davis is Research Leader in the School of Design, Royal College of Art. Myrrh Domingo is Visiting Assistant Professor in English Education and Literacy Education at New York University. Jude England is Head of Social Sciences at the British Library.

The universal jubilation that greeted Nelson Mandela's inauguration as president of South Africa in 1994 and the process by which the nightmare of apartheid had been banished is one of the most thrilling, hopeful stories in the modern era: peaceful, rational change was possible and, as with the fall of the Berlin Wall, the weight of an oppressive history was suddenly lifted. R.W. Johnson's major new book tells the story of South Africa from that magic period to the bitter disappointment of the present. As it turned out, it was not so easy for South Africa to shake off its past. The profound damage of apartheid meant there was not an adequate educated black middle class to run the new state and apartheid had done great psychological harm too, issues that no amount of goodwill could wish away. Equally damaging were the new leaders, many of whom had lived in exile or in prison for much of their adult lives and who tried to impose decrepit, Eastern Bloc political ideas on a world that had long moved on. This disastrous combination has had a terrible impact - it poisoned everything from big business to education to energy utilities to AIDS policy to relations with Zimbabwe. At the heart of the book lies the ruinous figure of Thabo Mbeki, whose over-reaching ambitions led to catastrophic failure on almost every front. But, as Johnson makes clear, Mbeki may have contributed more than anyone else to bringing South Africa close to "failed state" status, but he had plenty of help.

In this innovative volume, Kristie S. Fleckenstein explores how the intersection of vision, rhetoric, and writing pedagogy in the classroom can help students become compassionate citizens who participate in the world as they become more critically aware of the world. Fleckenstein argues that all social action—behavior designed to increase human dignity, value, and quality of life—depends on a person’s repertoire of visual and rhetorical habits. To develop this repertoire in students, the author advocates the incorporation of visual habits—or ways of seeing—into a language-based pedagogical approach in the writing classroom. According to Fleckenstein, interweaving the visual and rhetorical in composition pedagogy enables students to more readily perceive the need for change, while arming them with the abilities and desire to enact it. The author addresses social action from the perspective of three visual habits: spectacle, which fosters disengagement; animation, or fusing body with meaning; and antinomy, which invites the invention of new realities. Fleckenstein then examines the ways in which particular visual habits interact with rhetorical habits and with classroom methods, resulting in the emergence of various forms of social action. To enhance the understanding of the concepts she discusses, the author represents the intertwining relationships of vision, rhetoric, and writing pedagogy graphically as what she calls symbiotic knots. In tracing the modes of social action privileged by a visual habit and a teacher’s pedagogical choices, Fleckenstein attends particularly to the experiences of students who have been traditionally barred from participation in the public sphere because of gender, race, or class. The book culminates in a call for visually and rhetorically robust writing pedagogies. In Vision, Rhetoric, and Social Action in the Composition Classroom, Fleckenstein combines classic methods of rhetorical teaching with fresh perspectives to provide a unique guide for initiating important improvements in teaching social action. The result is a remarkable volume that empowers teachers to best inspire students to take part in their world at that most crucial moment when they are discovering it.

Social media are increasingly popular platforms for collaboration and quick information sharing. This title collects reports on how these technologies are being used to educate educators with social media in creative and effective ways. It examines the processes, design, delivery and evaluation of instruction using social media.

"This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher.

The Trojan Horse in the Tribal Classroom: How Culture Wars are Waged and Won on the Front Lines of Education By: Thomas Alan Tobin All three hundred thirty million of us are immersed in culture wars at every turn. It’s one of the great disadvantages of diversity. One such “warfare” has been hidden from all of us despite the fact that we had to face it almost daily in our formative years. The battleground for this most common cultural conflict is where we all spent at least 40% of our school-years, preparing not just for unforeseen pandemics, such as we’re caught up in now, nor also for dealing with the economic, ecological, and political divisions that currently confront all arenas of American society. Surprisingly it’s our educational system, and especially the classroom, where the frontlines of cultural “warfare” may have kept us constantly struggling for so long. Unwittingly and unwillingly drafted into these social and cultural battles, we’ve been trained to continue this perennial struggle between academic and popular sub-cultures in our schools. The Trojan Horse in the Tribal Classroom reveals the situational factors and functions that have caused education to become an “embattled institution and teaching an embattled profession.” Most importantly it proposes social and cultural solutions to these problems that promise real institution-wide improvement and a completely reconstructed, truly academic classroom culture. One reading of this book will totally revise one’s vision of American education and our memories of thousands of hours of classroom life. -- Dr. Regina Peter, Executive Director NEWMARK Education

This practical guide is essential for anyone new to or intimidated by online instruction. Drawing on the expertise of teachers of the humanities who have deep experiences in the online environment, this work explores a variety of areas within the online teaching experience. It discusses the differences between online and face-to-face learning environments and assesses and evaluates best practices in developing and teaching online courses. This volume is not really about the technology, but instead focuses on the ways in which available technologies can be used to enhance teaching in both synchronous and asynchronous forums, and as such it will still be worth the read many years from now—even in the face of rapid technological change. Contributions from faculty members teaching in art education, communication, English, history, social studies education, and interdisciplinary studies departments, as well as directors of writing centers and online education and distance learning programs are included. Essays in this volume will assist instructors, faculty members, and administrators new to the online experience, but who want to learn more about making the transition to online teaching, in navigating this transition gracefully.

Christian higher education institutions across North America are experimenting with radical shifts in educational content and delivery. Cyber education is becoming a common supplement or replacement for embodied learning, especially since the global coronavirus pandemic. Most theological educators have embraced the shift online, finding ways to leverage technology to enhance teaching; very few consider how technology itself impacts theological students, particularly those being educated for pastoral ministry. What effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are future ordinands being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it can also inhibit character virtue formation and self-differentiation. Internet usage has been shown to negatively affect social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, it alters behavior, making learners more distracted, less empathetic, and less able to concentrate and contemplate. Theological schools should, therefore, articulate clearer standards for student formation and strengthen aspects of embodied learning to prepare clergy for ministry in an increasingly complex church and world.