Implementing Media-based Classrooms through Expansive Learning in Senior High Schools in China
He, Dejie (2019)
2019
Master's Degree Programme in Digital Literacy Education
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2019-12-19
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-201911115874
https://urn.fi/URN:NBN:fi:tuni-201911115874
Tiivistelmä
Media technologies and ICTs play an essential role in improving teaching and learning quality scientifically and practically. Today, the high utilization of these has been integrated in schools for daily pedagogical purpose, and the awareness of media literacies becomes critical. As in China, the biggest developing country, also pay attention to a series of educational measures that have been taken placed for a better pedagogy environment. One of these includes integrating media technologies and ICTs to achieve more comprehensive teaching and learning environment.
The purpose of the study is to explore the implementation of media-based classrooms in China through expansive learning theory aiming to promote the use of ICT and media literacy. This thesis focuses on teachers’ perspective among senior high schools. Research questions are designed as: “How is media and ICT performance linked with expansive learning in senior high schools from the teachers’ perspective?” and “What are the potentials that teaching with and through media within the educational context?”
This study conducts a qualitative research as the research method. Data are collected through semi-structed interviews among total five interviewees who come from three different schools in China. Research questions are designed based on interviewees’ experiences in relation of ICT usage, ICT and literacy education, understanding of expansive learning, and utilizing media in teaching. The coding frame is intent to demonstrate results among interviewees and characteristics of using and teaching with media in the formal classroom setting.
According to the results, it manifests that teaching with and through media under the expansive learning cycle does help students to learn which arousing learning interests and educating new knowledges such as multi-information literacies, as well as dramatically improve the teaching quality. It could also help teachers to arrange teaching time and organise better teaching plans. However, on the other hand, utilizing media in formal classrooms may cause distractions and other negative effects.
This research illustrates insights from teachers related to ICT usage in classrooms, integration of expansive learning theory, how they produced and evaluated teaching process within Chinese educational context. Based on this, ICT has its own strengthens and weakness which teachers play an important role in balancing in between. Besides, learning theories would help teachers to implement teaching plan and practice well-rounded. Therefore, implications and suggestions both in educational and theoretical way are provided for the development of ICT and learning theory in teaching, and also suggest that more researches in terms of media education and learning theories are needed for teachers and educators. What’s more, the awareness of media literacy is addressed in this study and it plays an important role in teaching and learning with media. Finally, it is essential to give supports and guidance from governments, EGOs or universities not only in classrooms while teaching but also in teacher education programs and after schools. Moreover, cultivating media literacies and information technologies should be integrated into formal learning curricula.
The purpose of the study is to explore the implementation of media-based classrooms in China through expansive learning theory aiming to promote the use of ICT and media literacy. This thesis focuses on teachers’ perspective among senior high schools. Research questions are designed as: “How is media and ICT performance linked with expansive learning in senior high schools from the teachers’ perspective?” and “What are the potentials that teaching with and through media within the educational context?”
This study conducts a qualitative research as the research method. Data are collected through semi-structed interviews among total five interviewees who come from three different schools in China. Research questions are designed based on interviewees’ experiences in relation of ICT usage, ICT and literacy education, understanding of expansive learning, and utilizing media in teaching. The coding frame is intent to demonstrate results among interviewees and characteristics of using and teaching with media in the formal classroom setting.
According to the results, it manifests that teaching with and through media under the expansive learning cycle does help students to learn which arousing learning interests and educating new knowledges such as multi-information literacies, as well as dramatically improve the teaching quality. It could also help teachers to arrange teaching time and organise better teaching plans. However, on the other hand, utilizing media in formal classrooms may cause distractions and other negative effects.
This research illustrates insights from teachers related to ICT usage in classrooms, integration of expansive learning theory, how they produced and evaluated teaching process within Chinese educational context. Based on this, ICT has its own strengthens and weakness which teachers play an important role in balancing in between. Besides, learning theories would help teachers to implement teaching plan and practice well-rounded. Therefore, implications and suggestions both in educational and theoretical way are provided for the development of ICT and learning theory in teaching, and also suggest that more researches in terms of media education and learning theories are needed for teachers and educators. What’s more, the awareness of media literacy is addressed in this study and it plays an important role in teaching and learning with media. Finally, it is essential to give supports and guidance from governments, EGOs or universities not only in classrooms while teaching but also in teacher education programs and after schools. Moreover, cultivating media literacies and information technologies should be integrated into formal learning curricula.