This paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview.
Összefoglaló. Gyorsan változó világunkban az oktatásnak lépést kell
tartania a változásokkal, ezért szükséges a módszertan folyamatos fejlesztése, a
tanítási-tanulási folyamat harmonikusabb illesztése a változó igényekhez.
Oktatásunk komoly problémája a tanulók teljesítményében mutatkozó hatalmas
különbség, ezért fontos szempont a hátrányos helyzetű tanulók eredményességének
javítása. Tanulmányunk célja, hogy bemutassunk egy új fejlesztésű digitális
nyelvoktató tananyagot (HANNA), amely hátrányos helyzetű 5–7. osztályos
diákoknak készült, tabletalapú, és angol nyelvet oktat a tanár facilitáló
segítségével. Bemutatjuk, hogy a HANNA szerkezetének kialakításában milyen
szempontokat vettünk figyelembe, ismertetjük a tananyag felépítését és a tanulók
motiválása érdekében megvalósított gamifikált elemeket.
Summary. As the world of education and technology is changing at a
breathtaking speed, the methodology needs to be constantly updated, while the
process of teaching-learning has to adjust to fresh demands. One of the most
severe issues in our education is the increasing gap between students’
achievements, especially in low socio-economic environments. The purpose of our
study is to introduce a new digital language course-material (HANNA) created
specifically for pupils in grade 5–7 in low SES backgrounds. It is primarily to
be employed in English language classes (ELT), is operated on tablets, and
teaches English with the facilitating work of the teacher. We explore the
principles underlying HANNA, reveal its structure and mechanism while detailing
the gamified elements of the programme.
Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.