Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia

Autor/inn/en	Thanabalan, T. Vanitha; Siraj, Saedah; Alias, Norlidah
Titel	Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 13 (2014) 2, S.44-53 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Indigenous Populations; Literacy; Technology Uses in Education; Learning Modules; Curriculum Development; Intervention; Culturally Relevant Education; Curriculum Design; Needs Assessment; Instructional Development; Interviews; Observation; Multimedia Materials; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Alphabetisierung; Schreib- und Lesefähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Bedarfsermittlung; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Beobachtung
Abstract	The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students, indigenous community as well as indigenous learners in the context of the study. Insights gained from these participants were used as content for the design and development of a literacy pedagogical module. The module encompassing a digital story was implemented in two schools for indigenous students situated in Peninsular Malaysia. Findings from the study indicated that the literacy pedagogy in the module was a successful intervention which enabled the indigenous learners to respond and engage in the lessons. Evaluation of the module also revealed that literacy initiatives for the indigenous learners should be culturally responsive and relevant to the community. Central to this study is the underlying principles on designing of pedagogical efforts for the indigenous people while underlying these principles are experiences and practices recorded through interviews as well as observations. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10