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Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments

Although there is broad agreement that preparing global citizens for the digital age is a core responsibility of educators and schools, there is debate and uncertainty about how best to prepare students for this future. Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments explores how technology-based learning can enhance student engagement, performance, and empowerment. This book provides researchers, educators, and practitioners with insights from educational programs, classroom teaching, and theory-into-practice research; places educational technologies appropriately in their social and cultural contexts; and reflects upon challenges and problems in evaluating and implementing changes in the field. It shows how computer-enhanced education can improve teaching and learning without confusing the increase of computer facilities with the quality of education.

Information Technologies and Educational Empowerment: A Humanistic Perspective

In many industrialized societies, life has changed drastically due to the permeation of information technology (IT) in many aspects of society such as business, government, commerce, education as well as daily activities. How computer is viewed and valued in education depends greatly on the theoretical perspectives of the beholders. reveal different views and attitudes of the users. From a humanistic perspective, technology is a product of scientific knowledge in a human world which is culturally diversified. Our worldview, self-concept and identity belong to the human world. Technology should be used to change the way we think of ourselves in relation to other human beings and the land on which we live. It raises the issues of environmental awareness, international understanding, and human co-existent as world citizens. Technology permeates many aspects of society that it affects the quality of life both positively and negatively. The quality of life is not just about goods and services, but fundamentally it is about mindfulness. One of the big challenges in computer supported education is the response to the question: How should computer technology be used to enhance learners in terms of intellectual, social and emotional development? This challenge shifts our attention from the emphasis on a narrow context of academic learning to a humanistic learning discourse.

Cultural and Political Factors in Conducting Qualitative Research in China

One of the main strengths of qualitative research is to focus on ideas, concepts and meanings involving individuals and groups of people in their own discourse. Instead of testing a narrow hypothesis or making a generalisation about a population on certain issues under investigation, qualitative research attempts to present different insights which can only be unearthed by direct and personal engagement with research participants (Brannen, 1992). This engagement should take place in a natural social context where real life takes place. However, conducting qualitative research in China can pose a huge challenge for both Chinese and international researchers. This paper examines some problems (ethics, linguistics, etc) of using qualitative research methods and tools such as interviews, participant observation, and Critical Discourse Analysis in China.

Applying Halliday’s linguistic theory in qualitative data analysis

Purpose – The purpose of this paper is to discuss the usefulness of Halliday’s linguistic theory known as Systemic Functional Linguistics (SFL) in analysing qualitative data. In order to do this, it initially presents an overview of SFL, and then explains how and why four linguistic features namely, nominalisation, grammatical metaphor, thematic structure and lexical density are useful in examining qualitative data. The paper also discusses three social metafunctions of language known as the ideational, the interpersonal and the textual metafunctions which are significant for understanding and interpreting texts. Design/methodology/approach – This paper employs SFL as the main theoretical framework to discussing the usefulness of this linguistics theory in qualitative data analysis. Findings – SFL can be seen as a paradigm shift in linguistic theory moving away from the traditional focus on syntax to the inclusion of the interface between language and pragmatics. The focus of SFL is language in use. It deals with texts in social contexts, which is the main focus in qualitative data analysis. Thus, SFL provides both research tools and theoretical insights for understanding and interpreting texts. Originality/value – This paper provides significant insights into language which are crucial for understanding and interpreting texts in social contexts.

Beware of the Web

The contribution of the Web to society and education, particularly its contribution to on-line teaching and learning, are often discussed. Its usefulness, impact and power have been recognised. How neutral is the Web? Is the Web value-free from an ideology-loaded discourse? Questions such as these need to be addressed if we wish to take Web-based education seriously. The discussion examines some concepts and issues in Critical Discourse Analysis and relate them to the positive and negative influences that the Web can exert in education and intercultural interaction.

Web-Based Technologies

Ubiquitous computing and access to digital resources are making web-based learning more feasible and acceptable and successful web-based learning endeavours can be seen around the globe, as well as within Australia (Robina & Anderson, 2010). The World Wide Web (Web), as an essential means of support, is contributing to the development of remote teaching and providing a wealth of possibilities in the field of education (Wu & Xie, 2012).