Abstract/Notes: Curriculum outlines for literature, mathematics, history, and pedagogy of place

Language: English

ISSN: 1522-9734

Abstract/Notes: The ancient Chinese philosophy of Taoism contains profound wisdom about the cosmos, nature, human life, and education. Taoism seeks to be in harmony with nature and using it as a guide can help us live in a way that is healing to both ourselves and the planet. Taoism, Teaching, and Learning identifies key aspects of Taoist thought and highlights how these principles can promote a holistic approach to teaching and learning. In particular, this book offers educators guidelines and pedagogical examples for how to instill a perspective of interconnectedness into their classrooms. It sheds light on how Philosophical Taoism articulates a vision of the universe and life that mirrors the actual realities of nature. Providing the frameworks and methods to teaching and learning based on the interconnectedness of life, Taoism, Teaching, and Learning develops an inspiring vision for education and helps us to see our world in a deeply holistic and more meaningful way. / Includes some brief information related specifically to Montessori education as well as other content adjacently related to Montessori education.

Language: English

Published: Toronto, Canada: University of Toronto Press, 2022

ISBN: 978-1-4875-4094-4 978-1-4875-4095-1 1-4875-4094-9 1-4875-4095-7

Language: English

Published: Syracuse, New York: C. W. Bardeen, 1912

Language: English

Published: Rohnert Park, California, 1980

Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

Language: English

Published: Boston, Massachusetts: Shambhala, 2000

ISBN: 1-57062-455-0

Language: English

Published: Adyar, Madras, India: [Kalakshetra], 1961

Edition: [1st edition Indian]

Language: English

Published: [S.I.]: Columbia University, Teachers College, 1983

Language: English, Norwegian

Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982

Language: English

Published: Oxford, England: Clio, 1989

Edition: [1st edition]

ISBN: 1-85109-096-7

Series: The Clio Montessori series