A Connectivist Approach to enhance EFL Primary Stage Teachers' Performance | ||
| بحوث فى تدريس اللغات | ||
| Article 6, Volume 24, Issue 24, July 2023, Pages 261-298 PDF (1.16 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/ssl.2023.224825.1189 | ||
| Author | ||
| Nasser Saad Khalil El Gindy | ||
| وزارة التربية والتعليم | ||
| Abstract | ||
| Connectivism is an emerging learning theory presented by Siemens (2005), which represented the growing interest in network theories of learning. Siemens established connectivism as a theory of learning in the digital age, as previous theories almost did not adequately consider learning when looking at knowledge requirements in the information age. Namely, how learning theory change when information storage, processing, and recall are off-loaded onto devices and through networked connections Siemens (2005) defines Connectivism as the integration of principles explored by chaos, network, complexity, and self-organization theories. Learning occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), focusing on specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing (Siemens, 2005, p.1). However, in a Connectivist context, learning does not literary occur in mere social interaction, but through interactions with and between networked nodes (people, places, devices, etc.). Hence, while a Constructivist person would likely see the network solely as a social medium for interaction, Connectivism additionally sees the network itself as an extension of the mind. Thus, Learning is a process of connecting networked nodes and information sources to inform individuals’ understanding and application of concepts and processes. | ||
| Keywords | ||
| Treatment took place with; seventeen official; primary school | ||
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