Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

Austin Musundire

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Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

机译：混合社交媒体，学习理论和教师促进创新教育学的知识：SA私人高校学习机构

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This study was aimed at addressing implementation challenges associated with constant development of educational technologies including use of social media in higher institutions of learning. Results from two focus group interviews each comprising of 10 purposefully sampled facilitators/lecturers from one of the higher learning institutions of learning in the Gauteng province indicated that blending social media, learning theories, and teachers' knowledge is an effective way of promoting innovative pedagogy. Implementation of the partnership staff development model with supportive external and internal monitoring teams as additional intervention strategies ensure a complete blending of social media implementation competencies with pedagogic practices aligned to teaching and learning theories for improved scholarship of teaching learning. In conclusion, a staff development program characterised by collegiality and participation ensures an enhanced teaching and learning process.

机译：本研究旨在解决与高等教育技术不断发展相关的实施挑战，包括在高校学习机构中使用社交媒体。两个焦点小组访谈的结果包括来自豪登省中高校学习的10个有目的地采样的促进者/讲师，表明，混合社交媒体，学习理论和教师知识是促进创新教育的有效方式。与支持外部和内部监测团队的伙伴关系员工开发模式的实施，作为额外的干预策略，确保了与教学和学习理论对教学学习奖学金进行教学和学习理论的教学实践完全混合。总之，由学院性和参与为特征的员工发展计划确保了增强的教学和学习过程。

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《International Journal of Digital Literacy and Digital Competence》 |2020年第1期|46-61|共16页
作者
Austin Musundire;
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作者单位

University of South Africa;

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原文格式 PDF
正文语种 eng
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关键词
Content Knowledge; Higher Learning Institutions; Learning Theories; Partnership Staff Development Model; Pedagogic Content Knowledge; Social Media;

机译：内容知识;高等学校;学习理论;合作人员开发模式;教学内容知识;社交媒体;

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2. Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format [J] . Dodi Mulyadi, Testiana Deni Wijayatingsih, Riana Eka Budiastuti, International Journal of Emerging Technologies in Learning (iJET) . 2020,第6期

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3. Fostering a collaborative culture to support educator development and student learning. The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The teacher leader uses this knowledge to promote an environment of collegiality, trust, and respect that focuses on continuous improvement in instruction and student learning. [J] . Journal of staff development . 2011,第3期

机译：建立合作文化以支持教育者发展和学生学习。老师负责人了解成人学习的原则，并且知道如何在学校发展集体责任的协作文化。老师负责人利用这种知识来促进一个注重不断改进教学和学生学习的协作，信任和尊重的环境。
4. Teacher’s Perception Towards Play-Based Pedagogy to Promote Cognitive and Social Skills Amongst Preschoolers With Learning Disabilities [C] . Zakiah Mohamad Ashari, Natasha Amira binti Hushairi IEEE International Conference on Engineering Education . 2018

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5. hooks' (1994) theory of engaged pedagogy and African American women teachers: A critical analysis of a century of practices that make a difference, promote student learning and encourage teacher engagement (Bell Hooks). [D] . Watts, Lisa M. 2005

机译：霍克斯（1994）的参与教学法理论和非裔美国女教师理论：对百年实践的批判性分析，这些实践产生了变化，促进了学生的学习并鼓励了教师的参与（Bell Hooks）。
6. Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge [O] . Nora Harr, Andreas Eichler, Alexander Renkl -1

机译：整合学习：提高教师的教学和心理知识适用性的方法

Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

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