Featured Effective Teaching of Social Studies in Primary Schools in Nigeria: Innovative Pedagogies and In-Service Training as Potent Tools View Digital Media
Paper Presentation in a Themed Session Philip Egbule
Traditional pedagogies are almost becoming obsolete in teaching and learning process in our contemporary times. In this present day technologically driven world, students are frequently exposed to innovative ways of sharing information, while most teachers still maintain traditional means of sharing knowledge. Given the high premium placed on social studies in the Nigeria’s school curriculum, the need to teach it effectively is indisputable. The problem of poor performance of students in this discipline had led to the outcry of policy makers and stakeholders in education. Against this backdrop, the researcher has deemed it necessary to investigate the factors to be considered by the Social Studies teacher in selecting pedagogy for teaching of Social Studies in school, as well as the relevance of innovative teaching method in the teaching and learning of social studies education in schools. Most importantly, this paper looks at how contemporary innovative pedagogies (especially activity method) and well-planned in-service training programmes can be effectively employed in the teaching of social studies in primary schools in Nigeria. The paper concludes that, innovative pedagogies and in-services training programnmes, when “lawfully wedded” will bring about the much needed educational re-birth in Nigeria primary school system. Finally, it recommends among others, that social studies teachers should be updated with needed skills through workshops, induction courses, conferences, short courses and seminars, in order to meet the growing demand of contemporary societies.
Advertising Actionism: Developing a Framework and Pedagogies to Promote Social Activism in Advertising View Digital Media
Paper Presentation in a Themed Session Sugandha Gaur
In our era of late capitalism, advertising has primarily taken the form of a one-way communication from advertisers to customers. In so doing, advertisers have customarily maintained control over the content of their message, namely the manner in which they frame the context and meaning of their brands’ offerings, discounts, and unique selling propositions. This approach encouraged consumers to buy advertisers’ goods and services through a call to action. For example, calls to action may encourage consumers to shop online, gather information online, participate in a promotion, or take advantage of savings as Parsons & Lepkowska-White argue (2010:152). “Advertising Actionism” is an alternative approach that provides insights into how advertiser-consumer practices can be designed in a two-way framework that involves social activism and collective action thereby giving agency to consumers equal to that of advertisers and their brands. As Marc Brenman and Thomas W. Sanchez (2014:6013) argue, social activism is working with other people to bring about a change in society. The word “social” applies both to “society” and to the idea that the activism fosters opportunities for informed participation. They continue that if the participation is forced or coerced, it is not social activism. To move from consumer to changemaker, consumers are, in fact, engaging in social actions and political movements as they become increasingly eager to serve the planet and responsibly sustain communities. How to build more on-the-ground meaningful community economies is one of this research's guiding questions.
Implementing Task-based Language Teaching in an English for Specific Purposes Course Using a Blended Learning Environment View Digital Media
Paper Presentation in a Themed Session Boussoualim Malika
This paper proposes a framework on how to implement Task-based Language Teaching (TBLT) in an English for Specific Purposes (ESP) course enhanced with a public speaking training syllabus using a blended learning environment. A case study of implementing TBLT in an English for Computer Science course is suggested to demonstrate the efficiency of the proposed framework, which has been assessed through surveys and interviews conducted at the school of Computer Science, Ecole nationale Supérieure d’Informatique in Algiers, Algeria. The results of the study show that although the proposed framework has been satisfactorily appraised by both students and teachers, in order to successfully implement the framework, teachers need training to gain specialized knowledge, to upgrade their digital competences, and to succeed the role of facilitators in a TBLT classroom relying on both face to face and online modes of delivery.
Smartphone-based experiments are experiments that utilize smartphone sensors as measuring tools. They are accessible and are a promising alternative to conventional laboratory experiments. The purpose of this study was to test the usability of a developed smartphone-based acoustics experiment (SBAE) using the Phyphox application for an introductory physics laboratory in the Philippines. The experiment on determining the period and frequency of monotones was evaluated in terms of effectiveness, efficiency, and satisfaction. An initial accuracy test comparing the experimental values acquired from standard laboratory equipment, Phyphox on an Android device, and Phyphox on an Apple device. In this study, the SBAE was implemented in a class of 13 non-physics majors, undergraduate students (SG) who are enrolled in an introductory laboratory physics class onsite. The students completed a laboratory worksheet and questionnaires which served as the bases for the usability measures. The results of the accuracy test was analyzed using ANOVA and showed that there is no significant difference between the experimental values obtained from the three apparatuses. The effectiveness, efficiency, and satisfaction of the SBAE were all positively rated. Furthermore, a comparison of the effectiveness of the SG to a non-smartphone group (NSG) using conventional laboratory materials through t-test showed no significant difference in the students’ quality of outcome. The developed SBAE using Phyphox has good usability and can be used in the physics classroom as an alternative to conventional laboratory experiments.