Principles of Language Learning and Teaching

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Self-Directed Learning, A Guide for Learners and Teachers

The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.

Teaching for Learning.

Carmichael's Manual of child psychology.

This paper reports on a qualitative study that examined how pair programming shapes the experience of secondary school girls taking IT as a subject, with respect to their enjoyment of programming and the subject itself. The study involved six Grade 11 girls who were doing solo programming in Grade 10 and pair programming in their following Grade. The results showed that the girls enjoyed the subject more when programming in pairs due to improved comprehension of the task. They especially enjoyed the socialization and communication brought about by pair programming. The assistance, support, motivation, focus and encouragement they received from partners when stuck or while fixing errors made the programming experience more enjoyable for them. The increased enjoyment brought about by pair programming resulted in the perception of greater learning in the subject IT and also to greater interest in it. It also led to greater persistence in dealing with problems. Pair programming should be implemented right fro...

Pair programming and secondary school girls’ enjoyment of programming and the subject Information Technology (IT)

In this article, an overview of the current status of technology in schools in developed countries is provided. This is followed by establishing what the current status of technology in schools in a province in South Africa is through interviews with principals. The findings of the empirical survey is put in the context of the need for technology in schools as a tool to improve a society as a whole. The recommendations given are based on the results of the empirical survey and the relevant literature, and are provided in table form, indicating the duties of the different role players.

Managing technology integration into schools: A South African perspective

Assessing only the outcomes of a pair programming assignment and awarding each member of the pair the same score may not be a reliable reflection of individual programming abilities; it may result in a discrepancy between students’ individual and pair programming marks. The aim of our study was to answer the following question: Do combined self, peer, and facilitator assessment strategies for pair programming contribute towards a more reliable assessment of individual programming abilities? In our study, all three types of assessments were conducted after the completion of every pair programming assignment. In each case, we used rubrics containing specific assessment criteria. These rubrics were provided to students at the beginning of every pair programming assignment. The facilitator gave formative feedback to students after completion of a pair programming assignment and thereafter when an individual test was written.

http://www.jite.org/documents/Vol8/JITEv8p273-284Hahn407.pdf

Assessment Strategies for Pair Programming.

Based on their quantitative and qualitative investigations, the authors conclude that pair programming as a strategy for teaching student teachers could be made more effective through the incorporation of principles associated with cooperative learning. They substantiate this claim by referring to a literature study about the advantages and disadvantages of pair programming as a teaching-learning strategy, by then discussing five principles of cooperative learning, and by presenting the findings of their empirical study. Second year student teachers taking a Delphi programming module participated in an experiment conducted over a two year period. In 2005, the participants did computer programming in pairs without the application of principles associated with cooperative learning. In 2006, a similar group of participants also programmed in pairs, but in their case, certain principles associated with cooperative learning were incorporated in the strategy followed by the facilitator. According to a compariso...

/pdf/the-effect-of-incorporating-cooperative-learning-principles-3nzsk7r9vh.pdf

The effect of incorporating cooperative learning principles in pair programming for student teachers

Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.

Elsa Mentz

Papers

Pair programming and secondary school girls’ enjoyment of programming and the subject Information Technology (IT)

Managing technology integration into schools: A South African perspective

Assessment Strategies for Pair Programming.

The effect of incorporating cooperative learning principles in pair programming for student teachers

An evaluation of Technology teacher training in South Africa: shortcomings and recommendations