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Effective communication strategies are important to increase student motivation and promote achievement in education. This article discusses communication strategies used to increase student motivation and examines the right praise techniques for students, constructive criticism, the balance between praise and criticism, celebrating and recognizing student achievement, balancing effective communication, and the role of student feedback in the communication flow.Accurate and effective praise techniques for students boost their self-confidence and increase their motivation. Likewise, constructive criticism helps students identify their mistakes and focus on opportunities for improvement. However, it is important to strike a balance between praise and criticism, as this balance supports students' development while maintaining their motivation and self-esteem. Celebrating and recognizing student achievement makes students feel valued and encourages greater engagement in the learning process.Achieving balance in effective communication is an important way to build a strong bond with students and create a meaningful learning environment. The role of student feedback in the communication flow helps students to achieve their learning goals and continuously improve themselves.As a result, communication strategies in education are critical for increasing students' academic achievement and supporting their emotional development. It is important for educators to communicate effectively with students to support their learning process and use various strategies to increase student achievement. Careful thought and continuous evaluation in the process of implementing communication strategies are essential to maximize students' academic achievement.

Future-oriented thinking is significantly required to be a part of the university curriculum, especially for educational students in teacher-training colleges. This study investigated the proficiency of future-oriented thinking skills in educational communication among education students at Prince Sattam bin Abdulaziz University's, focusing on future planning, forecasting, problem-solving, and imaginative thinking. The purpose of this study was to evaluate the extent to which these education students possess the essential skills to anticipate and address future challenges in educational communication. Using a descriptive-analytical approach, data were collected from 183 students using a structured questionnaire. The results revealed that students exhibited high proficiency in future planning (mean=2.585, SD = 0.437) and forecasting (mean=2.541, SD = 0.652), whereas their problem-solving (mean=2.497, SD = 0.496) and imaginative thinking skills (mean=2.455, SD = 0.573) were moderately developed. These findings indicate that, although current educational strategies effectively enhance planning and forecasting abilities, there is a critical need for interventions to improve creative problem-solving and imaginative skills among students at education college. The study concludes that a balanced educational approach is essential, emphasizing both future planning and forecasting, as well as problemsolving and imaginative thinking. The main recommendation is to implement innovative educational strategies and interventions that foster a comprehensive set of future-oriented thinking skills, thus preparing students to effectively navigate and address future challenges. [ABSTRACT FROM AUTHOR]

Elevating pupils' self-assurance can enhance their cognitive capacities, making it a pivotal element in acquiring knowledge. This research aims to ascertain the degree of self-assurance exhibited by undergraduate students specializing in educational technology in their educational communication courses. There were a total of 68 responders, which is similar to the combined number of students in two educational communication learning classes. The research employed a quantitative methodology. The data was collected using a Likert scale questionnaire. The findings of this study revealed that the level of student self-confidence was classified as suitable for five students (7 percent), good for nine students (13 percent), quite good for 39 students (57 percent), poor for ten students (15 percent), and very poor for five students (7 percent). Therefore, it may be inferred that the variable of student self-confidence falls within the category of being rather satisfactory. It is suggested that developing interactive learning approaches that promote active student engagement is important to enhance their trust in educational communication. Abstrak Meningkatkan rasa percaya diri siswa dapat meningkatkan kapasitas kognitif mereka, menjadikannya elemen penting dalam proses memperoleh pengetahuan. Penelitian ini bertujuan untuk mengetahui tingkat kepercayaan diri yang ditunjukkan oleh mahasiswa sarjana teknologi pendidikan dalam mata kuliah komunikasi pendidikannya. Sebanyak 68 responden, termasuk seluruh mahasiswa dari dua kelas pada pembelajaran komunikasi pendidikan, yang berpartisipasi dalam penelitian ini. Metode yang digunakan pada penelitian ini adalah metodologi kuantitatif. Pengumpulan data dilakukan dengan menggunakan kuesioner skala likert sebagai instrumen pengumpulan data. Hasil temuan penelitian ini menunjukkan bahwa tingkat kepercayaan diri mahasiswa tergolong baik sebanyak 5 mahasiswa (7 persen), menunjukan tingkat kepercayaan diri baik sebanyak 9 mahasiswa (13 persen), memiliki tingkat kepercayaan diri cukup baik sebanyak 39 mahasiswa (57 persen), kurang baik sebanyak 10 mahasiswa (15 persen), dan sangat kurang sebanyak 5 mahasiswa (7 persen) memiliki tingkat kepercayaan diri yang sangat buruk. Berdasarkan temuan tersebut maka dapat disimpulkan bahwa variabel kepercayaan diri mahasiswa termasuk dalam kategori cukup memuaskan. Oleh karena itu, disarankan agar pengembangan pendekatan pembelajaran interaktif yang mendorong keterlibatan aktif mahasiswa, karena hal ini dianggap penting untuk meningkatkan kepercayaan mereka dalam komunikasi pendidikan. Penelitian selanjutnya dapat dilakukan untuk menggali faktor-faktor yang mempengaruhi tingkat kepercayaan diri mahasiswa secara lebih rinci. Kata Kunci: kepercayaan diri; kelas terbalik; komunikasi pendidikan

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Рассматривается феномен «образовательной коммуникации» в контексте организации совместной деятельности педагога и обучающихся в высшей школе. Проведен сравнительный анализ образовательной и педагогической коммуникации, в основу которого положены следующие критерии: цель, содержание, позиции участников, способы организации, результаты. Описаны ключевые характеристики образовательной коммуникации – вовлеченность и агентность, способствующие усилению субъектной позиции обучающихся. Делается вывод о том, что вовлечение субъектов образовательного процесса в коммуникацию обеспечивается особыми метаметодическими средствами, универсальными для любого учебного предмета.

This study examines mother tongue education pedagogical discourses in Türkiye and Indonesia to address understudied language instruction policy dynamics and their practical implications in diverse educational settings. The research examines mother tongue education and its complex effects on cultural identity and educational outcomes in light of global and local linguistic landscapes. This study examined Turkish and Indonesian pedagogical discourses and classroom interactions in selected samples. Comparative written discourse analysis was performed on selected texts from Turkish and Indonesian 7th-grade secondary school textbooks. Classroom interaction was examined using in-class observations of 7th-grade secondary school students from both countries. The study used Teun Van Dijk's Critical Discourse Analysis (CDA) method for written discourse analysis and Flander's Interaction Analysis (FIAS) matrix for intra-class interaction patterns. The study compares written and oral secondary school pedagogical discourses in both countries using selected examples to determine their similarities and differences. This allows two large and powerful educational systems to benefit from each other. The study finds significant differences in mother tongue education program implementation and outcomes by comparing policy documents, teacher narratives, and classroom practices, highlighting the complex relationship between language policy, instructional methodology, and educational equity. The findings emphasize the need for context-sensitive language education policies that respect linguistic diversity and promote inclusive education. This research enhances mother tongue education research and provides actionable insights for educators, curriculum designers, and policymakers in Türkiye and Indonesia to promote reforms that consider learners' sociocultural and linguistic realities. [ABSTRACT FROM AUTHOR]

The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Describing the qualities of a singer's voice is a challenging task, even for experts. Voice pedagogues usually evaluate vocal qualities through auditions, after which they make subjective judgments. As a means of communication, language has limitations in expressing concrete sound sensations, and sometimes such a description can be abstract for the singer. Our work aims to design and validate a new educational approach for vocal assessment and training, using the Mental Images for Singing Education (MISE Method). In addition, we analyze whether this pedagogical methodology favors the improvement of vocal technique and the learning of concepts according to the level of experience of the students and their executive performance. Our results show that the introduction of mental imagery produces beneficial effects in the teaching and learning of vocal techniques, regardless of the initial performance level. This makes the MISE Method an effective assessment and training tool, allowing the formalization of a communication language hitherto used intuitively in the singing classroom. However, our results were inconclusive at the cognitive level, so future research is needed to expand the study of executive processes according to the type of mental images used. [ABSTRACT FROM AUTHOR]

In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse and practice. Starting from our own experiences as higher education workers, we argue for a way of speaking about educational practices that focus on the matters of common concern that gather – and put into conversation - students and teachers. We call this conversation a studious discourse so as to distinguish it from other forms of conversation and outline a definition of the kinds of friendships that potentially revolve around this form of communication. We base our argument on a reading of Jürgen Oelkers and Martin Wagenschein's pedagogical and didactical reflections and propose ultimately that education is not about the inner development of measurable skills or competences, but rather about becoming part of particular forms of communication about matters of common concern. [ABSTRACT FROM AUTHOR]

Introduction. The study draws attention to the need to transform the Russian system of medical education. It is connected with overcoming modern challenges and Russia’s focus on improving the quality of life of people as a key state priority. The authors substantiate the connection of the patient-centred approach with the values of the “anthropological turn” in the field of medical education. The results of the analysis of foreign experience in the implementation of patient-oriented pedagogical focus in the practices of medical education are given. The study analyses the cases related to the peculiarities of patient communities functioning in order to identify their possible influence on the development of medical education practices.Aim. The current research aimed to identify ways and conditions of using the opportunities of patient communities for the development of practices of Russian medical education.Methodology and research methods. System-based, activity-oriented and phenomenological approaches made up the methodology of the study. Research methods: theoretical analysis, phenomenological analysis, structural analysis, survey, Delphi technique, focus group.Results. The research results are the following:The main directions for the development of medical education practices in the patient-oriented paradigm were outlined, namely: the formation of new, defined in terms of polysubjectivity (students, teachers, practitioners, representatives of patient communities) ways of organising educational interaction; transformation of didactic characteristics of medical academic programmes; updating the forms and means of work to form the worldview of future doctors within the framework of humanistic values.The study revealed the features of the educational functionality of patient communities, which is significant for the development of medical education practices, shown through the following roles of patient community: diagnostician, content developer, designer, moderator, mediator, researcher, analyst, technologist, teacher (trainer), expert. The revealed roles allowed the authors to identify patient community as an actor in the development of modern Russian medical education practices.The organisational and pedagogical ways of patient community influence on the development of medical education were identified: interactive polysubject collaboration of pedagogical, medical and patient communities in the design and implementation of academic programmes; organisation of open design-reflective communication platforms for discussing topical problems of patient communities with the involvement of subjects of medical education; volunteer projects integrating the activity of patient communities and students of medical academic programmes.The study identified the conditions for using patient communities for the development of education practices and professional development of a modern physician, including: well-established organisational and methodological mechanisms for the implementation of roles of the patient community in the organisation of all didactic components of the educational process (its types) in the system of continuous professionalisation of physicians (objectives, content, teaching technologies, monitoring of educational results); availability of systemically functioning mechanisms for introducing students of medical academic programmes to the practices of medical communities.Scientific novelty. The study substantiates the expediency of the interaction of the professional and educational medical communities with the patient as a factor in the development of the Russian system of medical education within the framework of a patient-oriented paradigm that reflects the values of the anthropological turn.The study reveals the types of activities of patient communities. These types reflect their identity as a new actor in the development of Russian medical education practices, namely: communicative, informational, project, expert, and diagnostic; evidence-based motivation for change.The authors prove the potential of the patient community as an actor in the development of Russian medical education practices, the implementation of which is ensured by creating organisational and pedagogical conditions that actualise these communities as the subjects of the educational process through multifaceted and functionally defined roles.The study outlines the ways and conditions of using the potential of polysubject interaction (patient, professional and educational medical communities) to transform the basic didactic characteristics of the educational process (its variations) in the medical education system.Practical significance. The obtained scientific results can be used to develop the content and activity-technological formats of educational programmes of higher medical education, to enrich practices of continuous medical education, to expand the productive experience of interaction between patient, medical and educational communities.

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the experience in the bachelor’s degree in social communication at the Universidad Autónoma Metropolitana (uam) Xochimilco, in which a transmedia strategy for virtual education was developed through current platforms, applications and digital tools, as well as cognitive and didactics models, educational strategies based on collective intelligence, collaborative participation, technological innovation and digital literacy, serving as a source of information and a manual for teachers who seek to design and strengthen new pedagogical models in the digital age. [ABSTRACT FROM AUTHOR]

In the pandemic context, both stress and educational communication have been altered. In this article, we will analyse the dynamics of the factors involved in didactic communication and identify the real and potential stressors for teachers teaching before pandemic; we will also assess their perceptions of the anxiety felt about online teaching and how it affects educational communication. The hypothesis of the research postulates that the stress perceived by the teachers has elevated during pandemic and the educational communication has gone through a series of changes and reorientations both at the level of the didactic strategies adopted and the regulation of anxiety factors involved (the feeling of safety, the perception of break as a stress factor instead of relaxation, the volume of tasks attributed to each teacher etc). The research variables were the pandemic context in school environment, the level of stress as perceived by the teachers and the educational communication. The research objectives were aimed at assessing the perception of teachers in rural areas vs. that of teachers in urban areas regarding the stress felt and the dynamics of educational communication; also comparing the stress felt by teachers and the dynamics of educational communication incumbents vs. substitutes, educators vs. teachers and teachers in rural areas vs. urban teachers. We expect that the results of the research would have therefore a more assumed awareness from school managers of the fact that there are many predictors of stress that should no longer be ignored and that raising teacher's resilience both at personal level and academic one should become a priority. School managers should organize mindfulness courses and anxiety management courses for teachers. [ABSTRACT FROM AUTHOR]

This article analyzes the effects of a teacher mentoring program on communicative interactions between teachers and students in terms of thematic sequence and dialogic quality. Four teachers participated with their groups from two randomly assigned public primary schools to two treatments. The results showed that in the experimental group, teacher-student interactions had greater thematic sequence and quantity and variety of dialogic communicative acts compared to the control group. Additionally, the dialogue sequences in the experimental group shifted their orientation towards the construction and deepening of learning. [Extracted from the article]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is aimed at analyzing the peculiarities of educational technologies’ influence and the interaction of teachers with students in the educational space on the formation of the value of selfpresentation and self-expression of students. As a research method, the questionnaire method was used, which allows effective identifying the features of the participants' ideas about the value of selfpresentation and self-expression in educational communication. The article analyzes the styles of pedagogical communication that help the development of self-presentation and self-expression of students to the greatest extent from the point of view of the students themselves. The authors analyzed the influence of pedagogical practices in a modern university on the development of the value of selfpresentation and self-expression of students' personality. It is proved that the qualities that characterize self-presentation, from the point of view of students, are purposefulness, initiative, determination, according to which a student can express his position regarding the educational material. It is revealed that the democratic style of the teacher encourages students to self-presentation and self-expression more successfully and effectively, since students are given the opportunity to speak out, show their initiative, participate in the discussion of educational material. It is shown that most of all students remember the disciplines in which teachers provide students with the opportunity for self-expression and self-presentation. The authors determined that in the students' view, such educational technologies as video and multimedia lectures, brainstorming, case method and presentation of educational material through dialogues most effectively determine the self-regulatory qualities of a student, such as planning, self-control, discipline, responsibility, independence and organization. This article is aimed at analyzing the peculiarities of educational technologies’ influence and the interaction of teachers with students in the educational space on the formation of the value of selfpresentation and self-expression of students. As a research method, the questionnaire method was used, which allows effective identifying the features of the participants' ideas about the value of selfpresentation and self-expression in educational communication. The article analyzes the styles of pedagogical communication that help the development of self-presentation and self-expression of students to the greatest extent from the point of view of the students themselves. The authors analyzed the influence of pedagogical practices in a modern university on the development of the value of selfpresentation and self-expression of students' personality. It is proved that the qualities that characterize self-presentation, from the point of view of students, are purposefulness, initiative, determination, according to which a student can express his position regarding the educational material. It is revealed that the democratic style of the teacher encourages students to self-presentation and self-expression more successfully and effectively, since students are given the opportunity to speak out, show their initiative, participate in the discussion of educational material. It is shown that most of all students remember the disciplines in which teachers provide students with the opportunity for self-expression and self-presentation. The authors determined that in the students' view, such educational technologies as video and multimedia lectures, brainstorming, case method and presentation of educational material through dialogues most effectively determine the self-regulatory qualities of a student, such as planning, self-control, discipline, responsibility, independence and organization. [ABSTRACT FROM AUTHOR]

Humans are social creatures who are inseparable from interactions or relationships with each other. This interaction can occur because of communication. It contributes to realizing the Cultural Mandate, the Great Commandment, and the Great Commission from God. Communication has a significant role in education, especially in the learning because communication can help to achieve learning goals in education. However, in the learning process communication between teachers and students does not always work effectively, this fact impedes achieving educational goals. One of reasons is teachers and students do not understand the basis of communication and their nature as teachers and students. Therefore, this paper aims to discuss more deeply about the basis of communication in building relationships between teachers and students viewed from biblical perspectives as a guide to true truth. Basically, communication created by God for His glory. A teacher is there to guide students to the path of wisdom for knowing Jesus Christ especially through Christian education. Students need to be guided because students are individuals who have sin but also have their own potential and uniqueness. Therefore, through effective communication, this issue can be achieved. Communication that builds relationships occurs when based on the principle of Christianity by respecting the image and likeness of God that is in our communicant.

Vocational education in Indonesia is education that prepares students in strengthening skills and skills according to their talents and interests, realizing the embryo of a ready-to-use workforce in the business world and industrial world, vocational education developed in vocational high schools in partnership with the business world and the industrial world in practical field work, as a forerunner to the preparation of students at a later date to open up jobs as entrepreneurs. This study used a qualitative research methodology with a qualitative descriptive approach, and the aim of the study was to contribute to vocational high schools and become a framework for productive teachers in preparing new entrepreneurship. [ABSTRACT FROM AUTHOR]

Any relationship or situation is maintained by the force of communication. In contemporary society, communication as a form of connection is essential. The importance of communication was highlighted by the changes it underwent during the COVID-19 pandemic period. It is very important to identify the changes that the communication has undergone, the teacher-student and student-student relationship, that has not happened in the classroom environment (face to face) but has passed in the online environment. A whole new world of communication has been opened to all those involved in the educational process. The issue of online school communication has become more than a concern. The real problem has now become what we say, how we say and especially how much we say and how long we need to achieve bilateral communication in the context of educational with a help of a computer, notebook or tablet. Communication is a continuous process of sending and receiving messages that allow teachers and students to share knowledge, attitudes and skills. Effective teaching depends on successful communication. When teachers and students interact, explicit communication takes place. In the context of traditional education, verbal communication is supported by nonverbal communication, they are in a relationship of interdependence, verbal behaviours being used to support or optimize verbal behaviours. In the classroom, the teacher-student, student-student interpersonal relationship is an important element that contributes to the students' learning process. In this study we explore the significance of teachers 'and students' experiences in achieving interpersonal relationships and communication during online education. [ABSTRACT FROM AUTHOR]

This study is interdisciplinary and is located at the intersection of three fields of knowledge

Введение. Актуальность данного исследования определяется нарастающей тенденцией совместного обучения в одном общеобразовательном классе детей с разными образовательными потребностями. Термин «образовательные потребности» используется в п. 18 федерального государственного образовательного стандарта начального общего образования (ФГОС НОО): «Основная образовательная программа НОО должна учитывать тип и вид образовательного учреждения, а также образовательные потребности и запросы обучающихся...» Более того, стандарт обозначает особые образовательные потребности обучающихся с ограниченными возможностями здоровья, отдельно отмечает реализацию образовательных потребностей и развития потенциала одаренных детей. Таким образом, неоднородность обучающихся является предпосылкой существования разных образовательных потребностей. В связи с этим педагогу необходимо так организовывать деятельность детей, чтобы взаимодействие между разными группами детей было продуктивным и способствовало достижению предметных и метапредметных результатов в начальной школе. Материал и методы. Охарактеризованы разные категории обучающихся (обучающиеся, развивающиеся согласно возрастной норме; одаренные обучающиеся; обучающиеся с ограниченными возможностями здоровья; инофоны), выделены трудности, с которыми сталкивается каждая группа детей в процессе обучения. Были проанализированы образовательные ситуации взаимодействия детей с разными образовательными потребностями на уроке иностранного языка в начальной школе. Таким образом, на уроках формировались группы, разнородные по составу, которые могут меняться по количеству и категории обучающихся в зависимости от учебного задания. Особенности коммуникации в каждой группе отслеживались педагогом через невключенное наблюдение. Результаты и обсуждение. Посредством педагогического наблюдения за деятельностью детей на уроке иностранного (английского) языка в начальной школе и аналитического обобщения были выделены продуктивные (с точки зрения успешности решения учебной задачи), нейтральные и нежелательные варианты взаимодействия в группах детей разного состава. Заключение. Определены особенности образовательного взаимодействия в совместной деятельности детей с разными потребностями, осмысление которых способствует успешной организации образовательного процесса на уроке иностранного языка, в частности для организации учебного сотрудничества в группах. Результаты исследования целесообразно использовать учителям иностранного языка, классным руководителям для продуктивной работы с обучающимися с разными образовательными потребностями.

The friendship is a fundamental experience of human being and it concerns with sociability and emontionality. The article deal with friendship and argues that it is related to a primary and universal need of the subject. Philosophy, sociology, literature, history and other human sciences allow us to interpret friendship considering its ethical strenght and its educational values.

This article raises the importance of scientific research in teaching and proposes an ethnographic perspective especially thought for this task, which adopts a dialogical approach based on the articulation of the instruments of this methodology with the theory of Paulo Freire and Ramiro Beltrán; In this way, elements such as genuine communication and attentive listening are rescued to expose an ethnographic strategy that is adapted to the school context, and present the principles that make up what we here call teacher ethnographer. [ABSTRACT FROM AUTHOR]

We contrast the centrality of free and full communication, especially as it occurs in classrooms, for John Dewey's democratic vision of the Great Community with the technologically mediated classroom communication characteristic of the COVID-19 pandemic. We focus on Google's dominance of educational communication in particular. Drawing on Shoshana Zuboff's concept of rendition, we argue that Google's interest in and influence over educational communication is rooted in behavioral data analytics that captures and exploits classroom language (spoken, written, and bodily) for capitalist accumulation and social control. We conclude that Dewey's theories of language and communication are descriptively powerful regarding the commodification of communication, but his theory of power itself fails to provide a politics capable of countering Big Data's hegemony in classrooms or the broader society. [ABSTRACT FROM AUTHOR]

Рассматривается вопрос коммуникации с точки зрения ее образовательной функции с античных времен до Нового времени. Представлен аналитический обзор становления понятия образовательной коммуникации на разных этапах развития общества. Установлено, что понятие образовательной коммуникации как совместной деятельности педагога и учащихся и интерактивной работы всех участников образовательного процесса находится в стадии формирования. Исследование позволяет осмыслить, проанализировать такие аспекты понятий «коммуникация», «образовательная коммуникация», как вовлеченность в коммуникацию, взаимодействие участников, взаимообмен, обогащение и рождение новой информации.

Представлены предварительные результаты эксперимента «Медиация учебной ситуации средствами визуальной культуры». Указывается на то, что с помощью искусственного торможения поведенческих автоматизмов, сформированных учебным процессом, возможно осуществить деконструкцию пресуппозиций участников образовательной коммуникации. Представлен анализ стенограммы занятия, которое было проведено со студентами Томского госуниверситета. Исследование микроуровня образовательного взаимодействия позволило выявить условия и факторы изменения коммуникативных стратегий участников эксперимента.

The reflection on educational communication encourages us to reflect on the importance of communication and technological mediations in education. The pandemic situation that affects the world has presented us with an unparalleled set of challenges. The history of communication (Cloutier, 2001) as well as the periodization of Technologies in education (Costa, 2007) prove a close relationship between the types of communication, the devices used, and the responses made available by educational that the COVID-19 put it, against the backdrop of the portuguese teaching context. [ABSTRACT FROM AUTHOR]

The friendship is a fundamental experience of human being and it concerns with sociability and emontionality. The article deal with friendship and argues that it is related to a primary and universal need of the subject. Philosophy, sociology, literature, history and other human sciences allow us to interpret friendship considering its ethical strenght and its educational values. [ABSTRACT FROM AUTHOR]

Copyright of Ñawi: Arte, Diseño y Comunicación is the property of Escuela Superior Politecnica del Litoral and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, many innovations and technological advancement find a place in every area of individuals’ daily lives, especially in the field of education. The fact that such innovations and technologies are available in physical educational environments is not enough for an effective technology integration process alone. In addition to bringing innovation and technologies to the teaching environment, teachers should also be developed with regards to the relevant competencies regarding how to use these innovations. In this context, pre-service and in-service trainings are organized in order to provide teachers with information regarding new technologies. However, it is seen that the information flow through these channels alone is not enough for teachers to adopt the newly emerging technologies. At this point, it is important to find out alternative communication channels that teachers can use in the innovation-decision process. The relevant literature needs new research to find out the communication channels that teachers use in obtaining knowledge, developing an attitude and making decisions about the innovation. Within the scope of this study, it is accepted that the Education Information Network (EBA), which was recently developed by the Ministry of Education and continued to update itself continuously in the process, has been recognized as an innovation for teachers. The aim of this study was to find out the stages of teachers' innovation-decision process regarding innovations and the communication channels that they used in this process. The participants of the study consisted of 489 teachers working at primary, secondary and high school levels in the city centre of Çanakkale province in the 2017-2018 academic year. Survey and correlational research models were used. The data were collected with the use of the data collection tool developed by the researchers. The data were analysed by using SPSS 21 package program and descriptive statistics (percentage and frequency) and chi-square test for two variables were performed. As a result of the research, it was concluded that most of the teachers were at the implementation and confirmation stage in the innovation-decision process for EBA. However, at each stage of the innovation-decision process for EBA, it was found out that teachers used the interpersonal channels and interactive internet tools functionally. While obtaining knowledge, developing attitudes and making decisions towards EBA, participant teachers were found to use face-to-face meetings, EBA website and educational websites channels functionally at all stages of the innovation-decision process. In addition, it was concluded that the relationship between the teachers’ usage rate of functional communication channels and the type of school in which teachers worked was different at some stages of the innovation-decision process. It is recommended that "interactive internet channels” (such as educational sites) be used more priority in reaching teachers in the process of diffusion of innovation. [ABSTRACT FROM AUTHOR]

Copyright of Mediaciones Sociales is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article represents a theoretical approach to the elements of the didactic communication process. Our theoretical plea will open with the distinction between educational communication and didactic communication. Then, following the line of analysis drawn by the classical theories of communication, we will present some interdisciplinary approaches to the elements of the didactic communication process: the teacher and the student in their double capacity of transmitters and receivers, the pedagogical message transmitted in the traditional or virtual classroom, the feedback and the specific features of the context of this type of communication. Our theoretical analysis restates the need for analysis and understanding of didactic communication by all actors involved, considering that the quality of didactic communication directly influences the quality of teaching -- learning -- evaluation in the educational system. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)