ARTICLE

THE EFFECT OF DIGITAL PEDAGOGY IN SCIENCE CLASSROOM AS AN INNOVATIVE APPROACH FOR STUDENTS LEARNING AT ELEMENTARY LEVEL

  1. HOME
  2. ARTICLE

09 Pages : 79- 88

http://dx.doi.org/10.31703/gesr.2021(VI-III).09      10.31703/gesr.2021(VI-III).09      Published : Sep 2021

The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level

Abstract

    The paradigm shift of learning in the digital age requires teachers to adapt their classrooms in a technology-supported environment. This research study is intended to investigate the viability of digital pedagogy lessons at the elementary level. A qualitative case-study approach has been adopted to explore the effects on students learning and their attitude towards science. The 7th class of a public elementary school from District Kasur was selected. The topic of "Water" from the recommended curriculum of science was taught with an intervention. Data was collected through recorded video observations, and classroom discourse was analyzed to explore the productive potential of digital pedagogy lessons for the elementary level Science class. The research findings propose to use digital tools in the classroom for productive and quality learning specifically to enhance the quality of teaching-learning with minimal resources in developing countries that are facing critique for providing the low quality of education.

    Related Services, Incentives, Four Disabilities, Parental Perception

    (1) Asma Ihsan
    Ph.D. Scholar, University of Education, Lahore, Punjab, Pakistan.
    (2) Shahzada Qaisar
    Associate Professor, University of Education, Township Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd Ed. New York: Addison Wesley Longman, Inc
  • Bughio, I. A., Abro, Q. M. M., & Rashdi, P. R. S. (2014). Effective Online Distance Learning In Pakistan and Challenges. International Journal of Management Sciences, 2(6), 274- 279.
  • Cassidy, M. (1998). Historical perspectives on teaching with technology in K-12 schools. Atlantic Journal of Communication, 6(2), 170-184.
  • Cohen, I. (2011). Teacher-student interaction in classrooms of students with specific learning difficulties learning English as a foreign language. Journal of Interactional Research in communication disorders. https://ore.Exeter.ac.UK/repository/bitstrea m/handle/10036/4718 0/Teacher Child Interaction.pdf?seq uence=5.
  • Dagarin, M. (2004). Classroom interaction and communication strategies in learning English as a foreign. ELOPE, 1, 127-139.
  • Edwards, B. (2009, October 25). Classic PCs vs. New PCs: Their true cost. Technologizer.Retrieved from http://www.technologizer.com
  • Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development using ICT, 9(1), 112-125.
  • Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.
  • Grismore, B. A. (2012). Mini Technology Manual for Schools: An Introduction to Technology Integration. Online Submission.
  • Hong, H. (2009). Teacher-student interaction in Singapore classrooms: a corpus-based study. Center for research in pedagogy and practice, National Institute of Education Nanyang Technological university, Singapore, http://www.nanyang.edu.journal.com/corp us.pdf
  • Kingston, P., Morgan, J., & Wagstaff, A. (1992). The impact of new learning technologies in education. Education Training.
  • Lee, S. C., & Irving, K. E. (2018). Development of Two-Dimensional Classroom Discourse Analysis Tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes. International Journal of STEM education, 5(1), 1-17.
  • Lee, S. C., & Karen E. I. (2018). Development of Two-Dimensional Classroom Discourse Analysis Tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes. International Journal of STEM education, 5(1), 1-17.
  • Muzdalifah. (2016). An Analysis of Classroom Interaction in Speaking Class at the Third Semester of English Department. Muhammadiyah University of Makassar.
  • Pinkeviciene. (2011). Triadic dialogue in efl classroom: embedded extension. Studies about languages. http://www.Celea.org.cn/teic/60/60-56.pdf.
  • Richards, J. & Lockhart, C. (1996). Reflective Teaching In Second Language Classrooms. Cambridge: Cambridge University Press
  • Rustandi, A. (2013). Meaning negotiation between teachers and students in fledgling international standardized school. International Journal of English and education, 2(3).
  • Sinclair, J. M. H. & Coulthard, R. M. (1975). Towards an analysis ofdDiscourse. The English used by teachers and pupils. Oxford: Oxford University Press.
  • Usher, A. (2012).What Nontraditional Approaches Can Motivate Unenthusiastic Students?. Center on Education Policy.
  • Walsh, S. (2006). Investigating classroom discourse. London: Routledge Taylor and Francis Group.
  • Yelland, N. (2003). Learning in school and out: formal and informal experiences with computer games in mathematical contexts. In Learning in School, Home and Community (pp. 3-12): Springer.
  • Young, R. (2008). Using technology tools in the public school classroom.

Cite this article

APA

    APA : Ihsan, A., & Qaisar, S. (2021). The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level. Global Educational Studies Review, VI(III), 79- 88. https://doi.org/10.31703/gesr.2021(VI-III).09

CHICAGO

    CHICAGO : Ihsan, Asma, and Shahzada Qaisar. 2021. "The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level." Global Educational Studies Review, VI (III): 79- 88 doi: 10.31703/gesr.2021(VI-III).09

HARVARD

    HARVARD : IHSAN, A. & QAISAR, S. 2021. The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level. Global Educational Studies Review, VI, 79- 88.

MHRA

    MHRA : Ihsan, Asma, and Shahzada Qaisar. 2021. "The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level." Global Educational Studies Review, VI: 79- 88

MLA

    MLA : Ihsan, Asma, and Shahzada Qaisar. "The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level." Global Educational Studies Review, VI.III (2021): 79- 88 Print.

OXFORD

    OXFORD : Ihsan, Asma and Qaisar, Shahzada (2021), "The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level", Global Educational Studies Review, VI (III), 79- 88

TURABIAN

    TURABIAN : Ihsan, Asma, and Shahzada Qaisar. "The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level." Global Educational Studies Review VI, no. III (2021): 79- 88. https://doi.org/10.31703/gesr.2021(VI-III).09