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Topic review
Updated time: 20 Aug 2021
Submitted by: Emily John
Definition: The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.
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Topic review
Updated time: 23 Jun 2021
Submitted by: George Papakostas
Definition: In recent years, social robots have become part of a variety of human activities, especially in applications involving children, e.g., entertainment, education, companionship. The interest of this work lies in the interaction of social robots with children in the field of special education.
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Topic review
Updated time: 01 Sep 2021
Submitted by: Jing HUANG
Definition: Teacher agency plays a critical role in sustaining early career teachers’ professional development. Teachers who are of proactive agency can stay true to themselves in seeking career development. Teachers who exercise proactive agency are more likely to regard themselves as a member of “a meaningful profession”, rather than doing “just a job” (p. 149). Teacher agency strengthens the teachers’ commitment to develop themselves as teachers. To provide implications for early career teachers’ professional development, it is essential to explore what shapes teachers’ enactment of agency, including resistance, ambivalence, and proactivity, and to examine the intricate relationship between teacher agency and identity commitment.
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Topic review
Updated time: 24 May 2021
Definition: The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier.Therefore, it is necessary that the initial and continuous training of teachers include content and skills related to the education of children with ASD. Research results carried out on this topic suggest that teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in University professors), prior training and possible prior contact with students with ASD.
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