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Service learning as pedagogy in early childhood education : theory, research, and practice
This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well.
Book
Understanding service-learning and community engagement
There is an increasing proliferation of service-learning courses in colleges and universities in the U.S. and internationally, and research in the field has seen significant growth in diverse geographic areas in the past decade. Membership organizations now exist to convene scholars and practitioners across the globe. Chapters in this volume are based on presentations given at the 2010 annual conference of the International Association for Research on Service Learning and Community Engagement held in Indianapolis, IN. The conference theme \"International Perspectives: Crossing Boundaries through Research\" was chosen to highlight ways in which research crosses all kinds of boundaries: disciplinary boundaries, cultural boundaries, and national boundaries. Although service-learning is valued as an active learning strategy across the globe, little is known about the ways that service-learning is similar or different in varied contexts. Understanding service-learning and community engagement from cross-cultural and crossdisciplinary perspectives will improve both research and practice. Together, these chapters represent the diversity, complexity, and creativity evident by scholars and practitioners in this field of study.
eBook
Educating for empathy : service learning in public policy education
Service learning presents an experiential learning opportunity, particularly for students at higher education institutions. At the same time, it allows the university to engage communities and apply its considerable resources addressing community needs. This book will introduce readers to the concept of service learning and how it can be applied to higher education. While service learning has been recognized as a useful pedagogical tool that can enhance students' learning experience, the application and practice of service learning in Singapore has been limited. The book will also provide a broad overview of service learning in the context of a service learning initiative that was conducted by the author under Nanyang technological University (NTU)'s Public Policy and Global Affairs Programme, as well as the author's experience as NTU's inaugural Community Research Fellow. it will cover the policy, pedagogical, and socio-political aspects of service learning and include insights from students and stakeholders. in doing so, it aims to provide valuable insights and grassroots volunteerism. The book will also provide both education and policy professionals a greater understanding of how their work can intersect, and provide students with a highly rewarding learning experience.
Book
Democratic Dilemmas of Teaching Service-Learning
Recognizing that teaching, in general, and service-learning in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader with new ways to think about and address seemingly intractable ideological issues.
eBook
eService-Learning
This book serves as an introduction to using online teaching technologies and hybrid forms of teaching for experiential learning and civic engagement. Service-learning has kept pace neither with the rapid growth in e-learning in all its forms nor with the reality that an increasing number of students are learning online without exposure to the benefits of this powerful pedagogy.Eservice-learning (electronic service-learning) combines service-learning and on-line learning and enables the delivery of the instruction and/or the service to occur partially or fully online. Eservice-learning allows students anywhere, regardless of geography, physical constraints, work schedule, or other access limitations, to experience service-learning. It reciprocally also equips online learning with a powerful tool for engaging students.In eservice-learning, the core components of service, learning, and reflection may take a different form due to the online medium-for example, reflection often occurs through discussion board interactions, journals, wikis, or blogs in an eservice-learning course. Moreover, the service, though still community-based, creates a world of opportunities to connect students with communities across the globe-as well as at their very own doorstep.This book introduces the reader to the four emerging types of eservice-learning, from Extreme EService-Learning (XE-SL) classes where 100% of the instruction and 100% of the service occur online, to three distinct forms of hybrid where either the service or the instruction are delivered wholly on-line - with students, for instance, providing online products for far-away community partners - or in which both are delivered on-site and online. It considers the instructional potential of common mobile technologies - phones, tablets and mobile reading devices. The authors also address potential limitations, such as technology challenges, difficulties sustaining three-way communication among the instructor, community partn
eBook
The link between high-impact practices and student learning
The current paper used data from the Wabash National Study of Liberal Arts Education-a longitudinal, pretest/posttest design-to estimate the effects of participation in the ten \"high-impact\" educational practices put forth and endorsed by the Association of American Colleges and Universities (AAC&U) on a variety of liberal arts educational outcomes. The high-impact practices included in the study were: first-year seminars, academic learning communities, writing-intensive courses, active and collaborative learning, undergraduate research, study abroad, service learning, internships, and capstone courses/experiences. Findings from ordinary least squares regression analyses suggested that active and collaborative learning as well as undergraduate research had broad-reaching positive effects across multiple liberal arts learning outcomes, such as critical thinking, need for cognition, and intercultural effectiveness. Several other high-impact practices-including study abroad, internship, service learning, and capstone course/experience-had more narrowly focused positive effects on student learning. Overall, this study's findings support AAC&U's advocacy of high-impact practices as pathways to student success.(HRK / Abstract übernommen).
Journal Article
A living classroom : ideas for student creativity and community service
\"Teaching methods and ideas to promote service learning\"-- Provided by publisher.
Book
Technology usage for teaching and learning in nursing education: An integrative review
Background: The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today’s teaching and learning and has noticeably improved higher education, including nursing education.Objectives: The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education.Method: A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use.Results: Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.Conclusion: Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.
Journal Article