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During traditional, in-person writing instruction, teachers can quickly model tasks for students, students have clear directions for following lesson sequences step-by-step, and partner or group collaboration can begin by simply asking students to turn to whomever is sitting next tothem. Online instruction poses challenges to these typical classroom dynamics, especially for teaching writing. This article highlights some tools (HyperDocs, GIFs, and collaboration boards, including Jamboard and Padlet) that I have integrated into the National Writing Project’s“College, Career, and Community Writer’s Program” (C3WP), an argument writing curriculum. In addition to making the units of instruction generally effective for online instruction, these specific adaptations are also designed to support English learners (ELs) as they learn writing skills in an online setting. In each section, I discuss the given tool, provide a rationale for why the tool fits the task originally outlined in the writing program, and explain the effectiveness of the tool for ELs.

Padlet allows students to further explore their abilities and encourages them to share ideas and collaborate in learning. The purpose of this study was to know how students and pre-service teachers felt about using Padlet as a tool for learning grammar and writing in secondary education. A qualitative descriptive design was used in this study. Participants in this study included sixty students and six pre-service teachers from both a state school and an Islamic school in Indonesia. The data for this study were obtained through a closed-ended questionnaire along with observation and interviews that were aimed at obtaining the perceptions of students and pre-service teachers about the use of Padlet for teaching and learning grammar and writing skills. These were then analyzed using a qualitative descriptive method. The results of this study were that Padlet can be used as a learning tool that was quite effective and efficient for learning grammar. Learning implementation using Padlet allows students to better understand the material by exploring ideas through the Padlet platform. [ABSTRACT FROM AUTHOR]

Writing is the most important skill needed for engineering students as engineers have to communicate intricate technical information, deliver reports and proposals to clients and colleagues throughout their career. Effective writing skills nurture critical thinking and problem-solving acumen. Hence, language teachers play a vital role in equipping engineering students with this skill. Though second language learners face challenges in mastering the nuances of English language, Padlet, an interactive and user-friendly platform, assists L2 learners in mastering this skill through a collaborative approach, which motivates them to augment their learner autonomy and competence. This paper explores the potential of Padlet in enhancing the writing proficiency of engineering students in the light of the theories that support the integration of Padlet and the methods through which teachers can create an interactive and effective learning atmosphere. [ABSTRACT FROM AUTHOR]

Colleges and universities are facing new pressures to provide an educational experience that is engaging, motivating, and effective. Regardless of circumstances, effective learning shares many attributes like collaboration, exploration, and experiential techniques to foster student accountability for their learning. Engaging and providing stimulating tasks and activities to students are important and at the same time enunciate the need for the right approach, right technology usage, and relevancy. Collaborative learning not only helps to develop higher order thinking skills among students but also boosts their confidence, self-esteem, and understanding of diverse perspectives. Collaborative activities maximize educational experience by demonstrating content while also enhancing social and interpersonal skills. This paper focuses on the fundamentals of Discussion forums and Padlet as tools of best practices. Employment of these tools accelerates the learning process in synchronous and asynchronous environments thereby driving them toward success in this exponential landscape. In addition, these tools enhance student engagement through interactive, collaborative learning environments, fostering peer interaction, and feedback, ultimately improving retention and participation. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

The number of international students in South Korea, which dropped sharply during the COVID-19 pandemic, reached its highest level in 2023. It is predicted that the number of international students will continue to increase with the active growth in international exchange and due to diverse government support. This study introduces Padlet's canvas layout in a class for international students to organize the course and boost engagement and interactions among the students and with the instructors. A survey and interviews with 22 undergraduate students from eight different countries, studying in Korea, were conducted to comprehend how they benefited from using the Padlet platform and their experience with it. The results indicate that Padlet enhances the students' sense of belonging, expands their thinking processes through collaborative interactions and feedback from professors and colleagues, and increases their knowledge, leading to positive effects on class participation. Moreover, the use of Padlet accommodates diversity among different cultures and has a positive impact on cooperative learning in an international context. Based on these findings, several strategies for the implementation of Padlet in an educational setting can be suggested. To stimulate the participation of international students in learning, professors should consider offering the option of staying anonymous versus using real names when posting on Padlet. To improve the effectiveness of feedback, instructors should visualize their feedback. In addition, it is critical to institute guidelines to evaluate the relevance of the information in order to provide information that meets the students' level of understanding and to establish a healthy level of information exchange. However, due to the limited sample size, the findings from this study cannot be generalized. Thus, we recommend expanding the sample in future studies to enable the use of inferential statistics, such as investigating differences in student attitudes by demographics. [ABSTRACT FROM AUTHOR]

The study aimed to examine the influence of Padlet on the English presentation abilities of Pakistani university-level English Language Learners (ELLs) and understand their perceptions of Web 2.0 applications. Contemporary classrooms are equipped with digital technology, with teachers utilizing Web 2.0 tools like Padlet to achieve learning objectives in ESL and EFL contexts. The study employed a quantitative, one-shot experimental design with 25 participants from a private university, collecting data through presentations from respondents against pre- and post-tests, rubrics, and questionnaires, and practicing using Padlet for a month. The study found that Padlet, a Web 2.0 tool, enhanced the presentation skills of novices, improved grades, and increased motivation, autonomy, and interest. The study suggests English language teachers should incorporate Web 2.0 Padlet application and fast-speed internet services to enhance presentation skills and save time for learners, while also addressing connectivity issues. [ABSTRACT FROM AUTHOR]

El objetivo general de este estudio mixto es analizar el uso de Padlet y los teléfonos inteligentes bajo la modalidad aula invertida durante el proceso educativo de la Unidad 2 en el curso de Geografía. Fuera del salón de clases, el Padlet junto con los teléfonos inteligentes permitieron la consulta de los contenidos escolares y la entrega de tareas en cualquier momento. Dentro del salón, el educador creó un ambiente de enseñanza-aprendizaje donde los estudiantes participaron activamente por medio del conocimiento adquirido en el muro virtual Padlet. Los resultados indican que los teléfonos inteligentes afectan positivamente la consulta de los contenidos educativos y el entendimiento de los temas escolares en el Padlet. Asimismo, la consulta de los contenidos educativos y el entendimiento de los temas escolares en el Padlet afectan positivamente la comunicación. En conclusión, el aula invertida facilitó la participación de los alumnos del Colegio de Bachilleres durante el proceso educativo. En particular, los estudiantes del curso Geografía utilizaron Padlet y los dispositivos móviles fuera del salón e intercambiaron ideas en el salón de clases para aprender los temas sobre la Diversidad natural y relaciones entre la naturaleza y la sociedad.

Globally unprecedented changes in the education system heightened the functions and contributions of technology. Padlet emerged as an educational tool to address challenges in the continuity of quality education after the implementation of distance learning. This study examined the impact of using Padlet on second language learners’ in language and literature classes satisfaction with Padlet use. The study employed a mixed method design, which used a reliable (α=0.83) 40-item Likert scale questionnaire and five open-ended interview questions analysed thematically. Results revealed that Padlet significantly impacted (t (163) = -7.348, p<0.001) students’ proficiency in language and literature. Correspondingly, the students showed a significant improvement in submitting quality outputs, accomplishing assigned exercises on time, and establishing peer learning and encouragement. In addition, the students reported high levels of satisfaction (M=3.01, SD=0.43) with Padlet use. Therefore, schools may consider expanding Padlet’s use beyond language and literature classes to maximise its full potential in the teaching and learning paradigm. [ABSTRACT FROM AUTHOR]

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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.)

Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan keterampilan kerja sama peserta didik dalam pembelajaran sosiologi di SMA Negeri 1 Pontianak melalui implementasi model kooperatif tipe Jigsaw berbasis Padlet. Urgensi penelitian ini terletak pada kebutuhan untuk mengatasi rendahnya keterampilan kerja sama siswa dalam pembelajaran berkelompok, yang dapat memengaruhi interaksi sosial di kelas dan menciptakan atmosfer pembelajaran yang inklusif. Masalah yang diidentifikasi meliputi kurangnya keterlibatan siswa dalam diskusi kelompok, kurangnya tanggung jawab dalam menyelesaikan tugas kelompok dan dominasi penggunaan gawai di luar keperluan pembelajaran. Metode penelitian yang digunakan adalah PTK dengan empat tahapan utama: perencanaan, tindakan, observasi, dan refleksi. Pengumpulan data melalui observasi dan kuesioner (angket) mengacu pada pengukuran keterampilan kerja sama menurut (Rodriguez, Patel, Bright, Gregory, & Gowing, 2002) dan Crebert, Patrick, Cragnolini, Smith, Worsfold, & Wenn 2011). Siswa kelas XI berjumlah 38 dengan pembagian enam kelompok, A sampai F. Setiap kelompok beranggotakan 6 sampai 7 siswa. Analisis data melibatkan pengumpulan melalui observasi langsung interaksi siswa, partisipasi diskusi, tanggung jawab tugas kelompok, dan penggunaan teknologi. Data dievaluasi untuk perubahan keterampilan kerja sama siswa setelah model Jigsaw berbasis Padlet. Hasil analisis digunakan untuk mengevaluasi efektivitas model pembelajaran dalam meningkatkan keterampilan kerja sama siswa. Guru Sosiologi sebagai peneliti melakukan pengamatan terhadap pelaksanaan model Jigsaw berbasis Padlet dalam pembelajaran, mengidentifikasi kendala yang dihadapi, dan merancang strategi perbaikan. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam indikator keterampilan kerja sama siswa setelah implementasi model tersebut, terutama dalam hal pemahaman tujuan kelompok, partisipasi dalam kepemimpinan, dan kemampuan berkomunikasi. Dengan demikian, penelitian ini memberikan kontribusi pada pengembangan keterampilan sosial peserta didik dan menciptakan lingkungan belajar yang lebih kolaboratif dan inklusif.

The study contributes to the nascent digital academic writing tutoring field by applying posthuman thinking while investigating intimate socio-material relations during a participatory action research project. Due to the COVID-19 pandemic (2020–2021), on-campus academic writing workshops moved online to Zoom, Moodle, and Padlet. We became inspired by Jackson and Mazzei’s thinkingwith-theories and Haraway’s concept of diffraction when inquiring into how and why humans and more-than-humans made a difference in digital academic tutoring. Lively conversations emerged inbetween the research matters (tutor logbooks, embodied experiences, course materialities) and authors by diffracting them with the posthuman cyborg, hybridity, and Didaktik. The posthuman cyborg questioned what, who mattered, and why, pointing to embedded humans and more-than-humans shaping fragmented digital relations. Hybridity brought fluidity and fusions of different educational dimensions (openness/structure, teacher/student) to the study. Didaktik suggested that fluid tutoring structures (curriculum) and institutional politics (study credits) interfered with the teacher-student collaboration. We propose a posthuman relational, fluid, and fragmented framework called a hybrid Didaktik when developing teacher-student collaboration across several digital systems. By inviting materialities alongside human experiences into discussions about digital teaching, new practices sensitive to socio-material and political relations may unfold in higher education.

Abstract This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.

There are several technology-based solutions available to help students with disabilities related to compose something. However, merely providing access to technology is insufficient. It is important to utilized technology because the impelentation of using technology have an impact on students’ outcomes. The aim of this study is to investigate the perceptions in utilizing Padlet as a learning medium in writing report texts. Descriptive qualitative method was employed using questionnaire and interview. They were distributed through 36 sample of grade X and one teacher. 78% of the participants had positive perceptions; 19% neutral and 3% negative. It assumed that most of the students found that using Padlet website provided a more engaging and interactive writing experience. It was also revealed that the students who gave feedback negative and neutral perceptions had another argument that there are more learning media instead of Padlet which can increase his writing skill. The teacher supported the findings and provide nine description on how she perceived Padlet as learning media. Overall, using Padlet as a collaborative writing approach has the potential to connect and develop students' writing skills. This study is useful for writing teachers since the benefits of Padlet can make the writing process more effective and engaging, which relates to 21st Century Teaching and Learning.

This research aims to analyze the feasibility and effectiveness of digital teaching materials with a collaborative learning approach using Padlet to improve students' ability to write explanatory texts. This research used research and development methods with a 4D model. The subjects of this research were Nida El-Adabi Islamic Middle School students in class VIII. Interviews, observations, and questionnaires were data collection instruments, then analyzed using percentage analysis techniques and the N-Gain effectiveness test. This research showed that the material test results obtained an average percentage of 90.9% (very feasible), and the media test results obtained 65.5% (feasible). In the assessment of one-to-one student trials, the score was 81.77%, while for small group trials, it was 88.02%. In the effectiveness test, it was found to be 81.55% (very feasible). The results of the initial writing ability assessment of the participants got a score of 75.83, and the results of the students' responses after the development got a score of 86.97. Developing digital teaching materials to improve writing skills using a collaborative learning approach using Padlet is very suitable for helping students improve their writing skills.

Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labour market on the labour force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centred learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master’s students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Mentimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students’ acceptance of technologies and the impact of technologies on learning outcomes.

The goal of the paper is to present our experience in organizing speaking activities on Padlet as a part of online French phonetics exercises during the summer semester of 2020/21 at the Faculty of Philosophy, University of Novi Sad. The proposed activities on Padlet (oral presentation on a favorite Francophone song, destination, and film) were primarily aimed at determining possible phonetic-phonological and morpho-phonological students’ mistakes in their oral presentation. The collected audio-corpus was analyzed using the perceptive and descriptive methods, where the teacher, after carefully listening to all the recordings, singled out the most common phonetic-phonological errors, which he/she would then point out to each student individually via electronic correspondence (in the form of a text and, if necessary, audio comments), followed by a unified analysis of the common mistakes and exercises based on the principle of the articulatory method of phonetic correction in synchronous online classes on Zoom. The analysis of the collected audio-corpus and the pedagogical implications of the obtained results are shown on the example of the typology of the most frequently observed mistakes in the production of nasal vowels (/ɑ͂/, /ɛ̃/, /ɔ͂/). Our paper also presents the results of a qualitative research conducted among students on the use of Padlet for the above purposes, in which they spoke positively about this digital tool and gave us useful feedback that will help us in our future work.

A aplicação de práticas pedagógicas com tecnologias digitais na educação está inclusa nas normativas da legislação brasileira e isso possibilita atividades de ensino e aprendizagem hodiernos. Diante da emergente necessidade de uso de recursos eletrônicos, o presente artigo tencionou analisar um exercício acadêmico mediado em um mural digital de modo a contribuir na formação de professores de pós-graduação em ensino tecnológico. O estudo objetivou relatar uma experiência de prática pedagógica sobre a conceituação de ensino tecnológico e a construção colaborativa mediada em mural digital. No percurso metodológico, foi uma pesquisa qualitativa, descritiva, com resultados em análise de conteúdo. Os participantes do estudo foram vinte e sete estudantes de mestrado e doutorado de um curso de pós-graduação de uma instituição de ensino superior pública sediada em Manaus, Amazonas. A coleta ocorreu em dois momentos: a exibição de um vídeo e o entendimento mediado no mural Padlet, na internet. Os resultados auferidos demonstraram a efetiva colaboração no recurso digital e a mediação do saber. De modo conclusivo, destacamos as possibilidades de interação do recurso eletrônico a partir das evidências estabelecidas com as respostas crítica e reflexivas dos participantes.

In this study, it was aimed to examine the effects of inquiry-based activities supported by web 2.0 tools on the attitudes of students towards the chemistry lesson in the unit of 'Acids, Bases and Salts' in the 10th grade chemistry lesson. Considering the relevant achievements in the 2018 chemistry curriculum and using the web 2.0 tools Padlet and Quizizz, the activities prepared were implemented, and the "Chemistry Lesson Attitude Scale", which was adapted into Turkish by Şenocak, was used as a data collection tool. The study, which was carried out with a quasiexperimental design with pretest-posttest control group, was carried out in the second term of the 2021-2022 academic year, in a high school in the Germencik district of Aydın, with a total of 51 students, one experimental (n=26) and one control (n=25) group. In the seven-week study, while the experimental group and the web 2.0 tools Padlet and Quizizz were used, the lessons were taught according to the current curriculum in the control group. As a result of the research, no significant difference was reached in the attitudes of the students towards the chemistry course. When the sub-dimensions of the chemistry attitude scale were examined, a significant difference was determined in favor of the pretest only in the "evaluative beliefs about school chemistry" of the control group. [ABSTRACT FROM AUTHOR]

This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students' flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students' flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge. [ABSTRACT FROM AUTHOR]

The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students' behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students' online learning engagement. [ABSTRACT FROM AUTHOR]

Copyright of Language Learning in Higher Education is the property of De Gruyter 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.)

The integration between the Industrial Revolution 4.0 and the education sector requires teachers and students to utilize nowadays technologies, one of them is Padlet. Padlet is a web-based application that enables users to write or pin-up files such as pictures on its’ virtual walls. This study aims the utilization of Padlet to enhance students' Japanese composition skills in a Japanese basic writing class (Shokyu Sakubun). Involving a class of 15 (fifteen) students enrolled in a basic writing course at a state university in Bandung, West Java, this study attained the data through pre-test, post-test, and students' essay observations during four times treatments and questionnaires. The findings showed that there is a significant increase in the average grades after using Padlet for collaborative learning in basic Japanese writing courses, which is seen from the results of the pre-test and post-test. It can be interpreted that Padlet was helpful for Japanese learners to improve their competence in Japanese writing skills. The findings also showed that the respondents gave positive responses to Padlet utilization. Further, Padlet can be used not only as a medium in teaching but also as a medium to store and distribute teaching materials from teachers to students or vice versa, hence it is useful as an application to enhance Japanese language learning in general.

The number of international students in South Korea, which dropped sharply during the COVID-19 pandemic, reached its highest level in 2023. It is predicted that the number of international students will continue to increase with the active growth in international exchange and due to diverse government support. This study introduces Padlet’s canvas layout in a class for international students to organize the course and boost engagement and interactions among the students and with the instructors. A survey and interviews with 22 undergraduate students from eight different countries, studying in Korea, were conducted to comprehend how they benefited from using the Padlet platform and their experience with it. The results indicate that Padlet enhances the students’ sense of belonging, expands their thinking processes through collaborative interactions and feedback from professors and colleagues, and increases their knowledge, leading to positive effects on class participation. Moreover, the use of Padlet accommodates diversity among different cultures and has a positive impact on cooperative learning in an international context. Based on these findings, several strategies for the implementation of Padlet in an educational setting can be suggested. To stimulate the participation of international students in learning, professors should consider offering the option of staying anonymous versus using real names when posting on Padlet. To improve the effectiveness of feedback, instructors should visualize their feedback. In addition, it is critical to institute guidelines to evaluate the relevance of the information in order to provide information that meets the students’ level of understanding and to establish a healthy level of information exchange. However, due to the limited sample size, the findings from this study cannot be generalized. Thus, we recommend expanding the sample in future studies to enable the use of inferential statistics, such as investigating differences in student attitudes by demographics.

Background Reflective practice is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ reflective practice and how Padlet can facilitate students’ reflective practice. Methods An action research was undertaken with 22 first year nursing students from Feb to May 2023. Participants answered questions anonymously pre-class and post-class in two Padlet boards. The researcher gave constructive feedback and signposted good examples of reflection to participants thus enabling ‘champion’ students to emerge during the process. Anonymous texts from two Padlet boards were analysed using reflexive thematic analysis technique. Results Three themes were generated: i) Unpacking variation in students baseline understanding of reflection; ii) Co-constructed understanding of reflection and iii) Prompting reflective practice through tools and triggers. Students joined the study with different presumptions and understanding of reflection, ranging from descriptive understanding of the concept, a total misunderstanding of the concept and in-depth understanding of reflection. They all indicated a changed understanding of reflection post-class and emphasized the benefits of a socially constructed learning process. Participants suggested the use of reflective tools (via reflective models) and triggers (via probing questions and feedback) as useful to facilitate their reflection. Conclusions This study indicates that the current teaching materials enable students to enhance their understanding of reflection. Nevertheless, students could potentially benefit from tools and triggers that will initiate and support their reflection. To that end, Padlet proves a promising tool to enhance students’ reflection via its function to enable anonymity, asynchronous participation and socially constructed learning environment.

Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines. [ABSTRACT FROM AUTHOR]

The impacts of teachers' written feedback on EFL students' writing development have been extensively studied, but still little study has been undertaken on the effectiveness of mediating teachers' feedback via technology. Framed by a sequential mixed-methods explanatory design, this study engaged 27 A1-level undergraduate students for 16 weeks in an English course incorporating Padletmediated feedback for writing lessons. Quantitative data derived from Likertscale surveys and writing scores was explored using descriptive statistics and Spearman's correlation, while content analysis was applied to analyze the qualitative data derived from the open-ended surveys. The results indicated that students viewed Padlet positively as an easy, accessible, and convenient formative assessment tool that helped them boost their motivation, decrease their writing errors, and enhance their writing skills through reflective, aided, social, and collaborative learning. The written feedback provided by the teacher via Padlet was positively received because it altered the conventional method of providing feedback, lowered students' anxiety, improved their writing shortcomings, and raised their awareness. However, Padlet's open learning environment was insufficient and still posed a threat and embarrassment for some students who feared making mistakes. Moreover, no correlation was observed between students' perceptions of their learning experience with Padlet-mediated feedback and their writing outcomes. This adds to our understanding that, despite being perceived as useful, technology-mediated feedback may not directly and positively affect students' success in their EFL writing development. [ABSTRACT FROM AUTHOR]

This article is about how language teachers can use Padlet to facilitate discussions and learning through research and collaboration. [ABSTRACT FROM AUTHOR]

Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labor market on the labor force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centered learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master’s students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Centimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students’ acceptance of technologies and the impact of technologies on learning outcomes. [ABSTRACT FROM AUTHOR]

Web 2.0 tools have had a profound impact on people`s lives in the last 20 years in parallel to the advancements in technology. Web 2.0 tools have transformed many fields as well as education. Web 2.0 tools allow users to create the content and interact with others on the internet rather than only receiving information. To this aim, the effects of Zip Grade and Padlet applications on Foundation English students` success rates and motivation at a private university in Erbil, Iraq were investigated meticulously in this study by employing a mixed methods design. In this regard, a survey, a questionnaire and an interview were used to gather qualitative data, while quantitative data were collected by two exams. MAXQDA software program was used to transcribe the interview. Additionally, descriptive analysis was used to analyze the results of the exams via independent samples t test and paired samples t test. The findings revealed that Zip Grade and Padlet increased students` success rates and motivation significantly. Also, it was observed that Zip Grade and Padlet increased interaction among students. The interpretations based on the findings in this study may have some implications to integrate Web 2.0 tools into education successfully on a global scale.

. This PKM aims to train participants to use BK Service Media through Information Technology (ICT); (2) to provide an understanding of using gamification media in Guidance and Counseling services; (3) So that BK teachers make BK services interesting, and fun by integrating technology devices. External targets are service devices that use LMS applications, Kahoot applications, Quiziz, Wordwell, and padlets. The methods used are lectures, practice, question and answer, and assistance in making gamification media. The results of the PKM are (1) Gamification Media Training for Guidance and Counseling services is carried out offline, and practiced using the media application. Gamification media used in counseling service activities are the Lmerning management system application, Kahoot application, Quizis, Mentimer application, and Wordwall. The use of Gamification Media gives enthusiasm to participants, especially as participants who take part in gamification practices to get badges or awards from the final results of gamification practices, enthusiasm and motivation to follow practice steps including active participation as illustrated by students whose goal is to increase points and badges from the training activities that are followed ; (2) From the results of the training it shows the level of usefulness and the impact is very large on the participants or is in the average of 93%. It is described that Participants have been able to create media service devices using the gamification media application, including making them according to their needs and the types of services to be provided

In today's globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners' communication and collaboration skills. Learners' perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners' collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan. [ABSTRACT FROM AUTHOR]

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The phenomena of technological growth in English instruction are expanding quickly all over the world.This progress happens not just in wealthy nations, but also in emerging nations, where the instructor mustdevelop technology-based teaching strategies and tools when teaching English. Indonesia, a developingnation, places a strong emphasis on expanding the use of technology in EFL instruction. English wassubsequently included in the general curriculum and even taught to kids in elementary schools as a directresult of this choice. This study will use Padlet as a digital tool that may be used in a writing class topique kids’ interest in learning English, especially in a writing class. Additionally, this study intends topromote the use of collaborative writing to make it simpler for elementary school pupils to use Padlets inwriting lessons. Through the use of qualitative research techniques, this study set out to learn more abouthow elementary school kids perceived using Padlets for group writing projects. A total of 52 elementaryschool kids in grades 4 and 5 participated in this study. We conducted semi-structured interviews toget data from participants. After the data has been collected, it will be processed using various contentanalysis techniques. Researchers received feedback from students who claimed that the usage of Padlets inEFL classes, particularly in collaborative writing, produced several themes. These themes include thatusing Padlet in collaborative writing can increase students’ self-confidence, that Padlet also helps studentsimprove their fluency in writing, and that Padlet is easy to use, has attractive features, and is simple tooperate.

The utilisation of social media for education such as Kahoot! and Padlet to improve the classroom learning experience has become popular in recent years. This study investigates the implementation of Kahoot! and Padlet in the international students' learning environment at the UK university. The purpose of this study was to explore international students' perspective towards the implementation of Kahoot! and Padlet in the classroom learning process. In doing so, this study used a qualitative research design. Data were collected from ten international students from six different countries origin via semi-structured interviews. The results suggest that the implementation of Kahoot! and Padlet can improve the classroom learning process and create better study experience than the conventional way. Several benefits have been identified from the implementation of Kahoot! and Padlet in the international students learning environment, such as managing classroom discussion, building up an active classroom discussion, and encouraging critical thinking. However, some challenges regarding the implementation should be considered, notably those related to technical matters and the production of interesting contents. From this study, it can be concluded that using social media applications, such as Kahoot! and Padlet, can enhance students’ collaboration learning as well as support an inclusive classroom learning environment.

Introduction: The Padlet interactive platform constitutes a virtual online board on which users can post various types of multimedia content, such as documents, questions, comments, images, video clips, and audio clips. This platform has gained popularity in higher education yet remains ancillary in the fields of medical education and medical management. Methods: This case study sought to initially design an intervention program that employs online collaborative learning enabled by Padlet and to assess how Health Management students perceived the activity and its ramifications for their learning. 85 students’ reflective journals were content analyzed. Results: five main categories stood out: (1) user experience of the platform; (2) visuality and visibility of the platform; (3) collaborative learning and OCL; (4) active online learning and student engagement; and (5) cognitive flexibility. Discussion: This study emphasizes the importance of incorporating digital tools in education, particularly the use of the Padlet platform to facilitate collaborative learning and improve the quality of teaching and learning. It demonstrates that Padlet-mediated online collaborative learning can be an effective digital learning tool because of its ease of use and ability to accommodate both pedagogical and technological challenges. [ABSTRACT FROM AUTHOR]

The study contributes to the nascent digital academic writing tutoring field by applying posthuman thinking while investigating intimate socio-material relations during a participatory action research project. Due to the COVID-19 pandemic (2020--2021), on-campus academic writing workshops moved online to Zoom, Moodle, and Padlet. We became inspired by Jackson and Mazzei's thinkingwith-theories and Haraway's concept of diffraction when inquiring into how and why humans and more-than-humans made a difference in digital academic tutoring. Lively conversations emerged inbetween the research matters (tutor logbooks, embodied experiences, course materialities) and authors by diffracting them with the posthuman cyborg, hybridity, and Didaktik. The posthuman cyborg questioned what, who mattered, and why, pointing to embedded humans and more-than-humans shaping fragmented digital relations. Hybridity brought fluidity and fusions of different educational dimensions (openness/structure, teacher/student) to the study. Didaktik suggested that fluid tutoring structures (curriculum) and institutional politics (study credits) interfered with the teacher-student collaboration. We propose a posthuman relational, fluid, and fragmented framework called a hybrid Didaktik when developing teacher-student collaboration across several digital systems. By inviting materialities alongside human experiences into discussions about digital teaching, new practices sensitive to socio-material and political relations may unfold in higher education. [ABSTRACT FROM AUTHOR]

During traditional, in-person writing instruction, teachers can quickly model tasks for students, students have clear directions for following lesson sequences step-by-step, and partner or group collaboration can begin by simply asking students to turn to whomever is sitting next to them. Online instruction poses challenges to these typical classroom dynamics, especially for teaching writing. This article highlights some tools (HyperDocs, GIFs, and collaboration boards, including Jamboard and Padlet) that I have integrated into the National Writing Project’s “College, Career, and Community Writer’s Program” (C3WP), an argument writing curriculum. In addition to making the units of instruction generally effective for online instruction, these specific adaptations are also designed to support English learners (ELs) as they learn writing skills in an online setting. In each section, I discuss the given tool, provide a rationale for why the tool fits the task originally outlined in the writing program, and explain the effectiveness of the tool for ELs. [ABSTRACT FROM AUTHOR]

Web 2.0 tools have had a profound impact on people's lives in the last 20 years in parallel to the advancements in technology. Web 2.0 tools have transformed many fields as well as education. Web 2.0 tools allow users to create the content and interact with others on the internet rather than only receiving information. To this aim, the effects of Zip Grade and Padlet applications on Foundation English students' success rates and motivation at a private university in Erbil, Iraq were investigated meticulously in this study by employing a mixed methods design. In this regard, a survey, a questionnaire and an interview were used to gather qualitative data, while quantitative data were collected by two exams. MAXQDA software program was used to transcribe the interview. Additionally, descriptive analysis was used to analyze the results of the exams via independent samples t test and paired samples t test. The findings revealed that Zip Grade and Padlet increased students' success rates and motivation significantly. Also, it was observed that Zip Grade and Padlet increased interaction among students. The interpretations based on the findings in this study may have some implications to integrate Web 2.0 tools into education successfully on a global scale. [ABSTRACT FROM AUTHOR]

Curriculum 2013 emphasizes education that can build an independent attitude in students. This study aimed to measure the level of student learning independence by implementing e-learning padlets assisted by PhET Simulation. The method used is descriptive quantitative where the sample involved is 35 people who are determined by cluster random sampling technique. The data collection technique used a learning independence questionnaire. Based on descriptive quantitative data analysis techniques, the results of research on the learning independence profile of students are based on five indicators, namely the responsible indicator of 76% in the high category, 63% initiative in the medium category, 65% confidence in the medium category, motivation 79% in the middle category. high category, and discipline of 86% in the very high category. The results of this study can be used as a basis for developing science learning media that is integrated with ICT to facilitate student learning independence.