NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Composing as Play: A Vision For Collaborative, Multimodal Authorship
Peer reviewed Peer reviewed
Direct linkDirect link
DeJaynes, Tiffany – International Journal of Information and Learning Technology, 2022
Purpose: The following article examines the playful composing practices of two youth who built on their backgrounds as fan fiction writers, role-players, visual artists and gamers to co-author a multimodal novel across mediated spaces for composing throughout their high school careers. Design/methodology/approach: The study draws on…
Descriptors: Play, Creative Writing, Fiction, Role Playing
Designing Discipline-Specific Roles for Interdisciplinary Learning: Two Comparative Cases in an Afterschool STEM + L Programme
Peer reviewed Peer reviewed
Direct linkDirect link
Jiang, Shiyan; Shen, Ji; Smith, Blaine E. – International Journal of Science Education, 2019
The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM + L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer)…
Descriptors: Interdisciplinary Approach, After School Programs, STEM Education, Middle School Students
"Keep Walls Down Instead of Up": Interrogating Writing/Making as a Vehicle for Black Girls' Literacies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Brownell, Cassie J. – Education Sciences, 2020
Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls' literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a…
Descriptors: African American Students, Females, Literacy, Grade 3
Exploring the Values of Writing Collaboratively through a Digital Storytelling Platform: A Mixed-Methods Analysis of Users' Participation, Perspectives and Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Rubino, Irene; Barberis, Claudia; Malnati, Giovanni – Interactive Learning Environments, 2018
Digital technologies allow teachers and students to experience new pedagogical approaches leveraging on interactivity and collaboration. Among the available techniques, digital storytelling (DST) has been usually regarded as an activity that can both enrich the teaching practices and foster students' active behaviour. This paper aims at analysing…
Descriptors: Educational Technology, Technology Uses in Education, Collaborative Writing, Story Telling
Preparing an L2 Role-Play: How Students Manage L2 Deficits
Peer reviewed Peer reviewed
Direct linkDirect link
Edstrom, Anne – Canadian Modern Language Review, 2013
There is considerable variation in the implementation of role-play activities in second language (L2)/foreign language (FL) classroom settings, and little information is available about how students actually manage them, particularly with regards to overcoming their L2 deficits. This study examines the preparation of role-plays by university…
Descriptors: Role Playing, Second Language Learning, Second Language Instruction, College Students
How Do Stakeholder Groups' Views Vary on Technology in Language Learning?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Trace, Jonathan; Brown, James Dean; Rodriguez, Julio – CALICO Journal, 2018
This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners…
Descriptors: Stakeholders, Computer Assisted Instruction, Second Language Instruction, Administrator Attitudes