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Article: Teaching Creatively: Case Studies with Synchronous English, Mathematics and Music Learning in a Summer Programme
Title | Teaching Creatively: Case Studies with Synchronous English, Mathematics and Music Learning in a Summer Programme |
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Authors | |
Keywords | COVID-19 extracurricular activities Social media Blended Gamification |
Issue Date | 2021 |
Publisher | Hong Kong Association for Educational Communications and Technology. The Journal's web site is located at http://www.hkaect.org/jce/ |
Citation | Journal of Communication and Education, 2021, v. 5 n. 1, p. 43-56 How to Cite? |
Abstract | With the rise of online schooling amid the COVID-19 pandemic since 2020,
educators shift from face-to-face teaching to online learning environments. The teaching
materials have been converted into an online format to support students’ home learning with
diversified e-learning strategies creatively. During the class suspension period, attending
after-school activities becomes a life of luxury to students, which may constitute non-academic
barriers to learning, especially social needs and mental health. Thus, this article overviews a
case study with the use of social media tools among primary teachers and students. Based on our
multiple case analysis, this research analyzed the data collected from semi-structured
interviews, online lesson observations, together with artefacts including lesson plans and
teaching and learning materials, with 3 teachers from various disciplines such as language,
mathematics and music from an extracurricular activity (ECA) project involving around
thirty-nine P1-P3 low achievers for one summer. These teachers’ experience and perceptions
towards transforming the ECA activities from offline to online are investigated. It is found that
teachers have adopted diversified video-conferencing tools, gamification and cognitive
annotation tools to build an online face-to-face environment. We suggest that these creative
teaching practices in social media and other blended technologies in an informal setting have
potential to help students strike a balance between their academic and non-academic life even
after school resumption. |
Persistent Identifier | http://hdl.handle.net/10722/305068 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | NG, TK | - |
dc.contributor.author | Ho, WSY | - |
dc.date.accessioned | 2021-10-05T02:39:17Z | - |
dc.date.available | 2021-10-05T02:39:17Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Journal of Communication and Education, 2021, v. 5 n. 1, p. 43-56 | - |
dc.identifier.issn | 2311-5157 | - |
dc.identifier.uri | http://hdl.handle.net/10722/305068 | - |
dc.description.abstract | With the rise of online schooling amid the COVID-19 pandemic since 2020, educators shift from face-to-face teaching to online learning environments. The teaching materials have been converted into an online format to support students’ home learning with diversified e-learning strategies creatively. During the class suspension period, attending after-school activities becomes a life of luxury to students, which may constitute non-academic barriers to learning, especially social needs and mental health. Thus, this article overviews a case study with the use of social media tools among primary teachers and students. Based on our multiple case analysis, this research analyzed the data collected from semi-structured interviews, online lesson observations, together with artefacts including lesson plans and teaching and learning materials, with 3 teachers from various disciplines such as language, mathematics and music from an extracurricular activity (ECA) project involving around thirty-nine P1-P3 low achievers for one summer. These teachers’ experience and perceptions towards transforming the ECA activities from offline to online are investigated. It is found that teachers have adopted diversified video-conferencing tools, gamification and cognitive annotation tools to build an online face-to-face environment. We suggest that these creative teaching practices in social media and other blended technologies in an informal setting have potential to help students strike a balance between their academic and non-academic life even after school resumption. | - |
dc.language | eng | - |
dc.publisher | Hong Kong Association for Educational Communications and Technology. The Journal's web site is located at http://www.hkaect.org/jce/ | - |
dc.relation.ispartof | Journal of Communication and Education | - |
dc.subject | COVID-19 | - |
dc.subject | extracurricular activities | - |
dc.subject | Social media | - |
dc.subject | Blended | - |
dc.subject | Gamification | - |
dc.title | Teaching Creatively: Case Studies with Synchronous English, Mathematics and Music Learning in a Summer Programme | - |
dc.type | Article | - |
dc.identifier.email | Ho, WSY: winniesiuyeeho@gmail.com | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.hkuros | 326034 | - |
dc.identifier.volume | 5 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 43 | - |
dc.identifier.epage | 56 | - |
dc.publisher.place | China | - |