Nicole Judith Tavares

Nicole Judith Tavares
The University of Hong Kong | HKU · Faculty of Education

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23
Publications
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736
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Publications

Publications (23)
Article
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This paper argues against the dichotomization of pedagogy and technology represented by the widely cited dictum of putting the pedagogical horse before the technology cart. Adopting a complex systems’ perspective, it points out that technology and pedagogy are interconnected and interdependent elements of the classroom or learning environment as a...
Article
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Technology is radically transforming teaching and learning, as inquiry-based digital information resources and creative tools are made available to learners, schools and educators. This book explores ways in which traditional models of education are evolving, and discusses a range of inquiry-based pedagogical approaches that more fully leverage lea...
Chapter
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The twenty-first century is characterized by its rapid technological advancement. Our lifestyles and ways of interacting with people have changed significantly as digital technologies turn ubiquitous in our life. The twenty-first century, being described by Castells (The network society: from knowledge to policy. Johns Hopkins University, Washingto...
Chapter
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It has been established in previous chapters that learning and teaching has significantly evolved over the past few decades, toward a greater emphasis on twenty-first century skills in the school curriculum. Twenty-first century skills are incorporated into national educational standards in many countries; assessments, however, have been less empha...
Chapter
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Part One of this book gave us an overview of twenty-first century skills education. We introduced various models of twenty-first century skills, in particular the P21 (P21 framework definitions, 2009) framework that comprises three skill sets in the aspects of learning and innovation, digital literacies, and life and career skills?the appropriate s...
Chapter
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Chapter 3 has introduced teaching pedagogies and learning strategies that promote and sustain the development of twenty-first century skills among students in the fields of the social sciences, humanities, and languages. It has also illustrated approaches used in collaborative teaching, inquiry-based learning (IBL), project-based learning (PjBL) as...
Chapter
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In today?s society, being a citizen and engaging in a participatory democracy largely require sustained technology access, use and skills to take part productively and effectively in economic and political activities.
Chapter
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This chapter offers pragmatic and pedagogical design recommendations for carrying out inquiry-based learning interventions to inculcate twenty-first century skills in young people. Suggestions made in this chapter center on the inquiry project-based learning (inquiry PjBL) protocol described by Chu et al. (Developing upper primary students? twenty-...
Book
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This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other onlin...
Chapter
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In the previous chapters, we have identified the sets of twenty-first century skills that are essential to learners’ education, and discussed how their development of such skills can be scaffolded by applying various strategies, using examples from Hong Kong, Switzerland and the United States. Chapter 6 marks the beginning of the third section of t...
Chapter
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This book has taken the reader through a journey of initiation into the practice of inquiry project-based learning approaches derived from the theories of social constructivism, while also conferring an understanding of the link between such approaches and the emerging new national and association standards frameworks for twenty-first century learn...
Conference Paper
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With the global spread of English arising from a whole host of historical, political and socioeconomic factors, English, often recognized as the global " lingua franca " or " international language " , has become one of the most popular mediums of instruction in which to offer some higher education courses/programs in non-English speaking countries...
Article
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This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachersfrom four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborati...
Article
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p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influ...
Article
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There has been an increasing interest in and hence a growing number of research studies on content and language integrated learning (CLIL) over the past two decades. One of the on-going debates in CLIL is on bilingualism versus monolingualism, or the role of the first language (L1) in subject teaching. So far, very few research projects have been c...
Article
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A considerable amount of research in recent years has shown the advantages of integrating Web 2.0 technologies with language teaching. Specifically, this paper will shed light on the positive effects of web-based collaborative writing on Google Sites based on a project carried out in four primary schools in Hong Kong, as revealed by the qualitative...
Chapter
Full-text available
With the shift in the Hong Kong examination system paradigm towards more school-based, classroom-embedded assessment practices, the teacher-researcher's role and strategy use in evaluating learners' oral language has had to be reconceptualized. We have contributed to this re-conceptualization through an action research project, in which we introduc...
Conference Paper
Full-text available
Computer-mediated communication tools have been increasingly used to support face-to-face teaching. In this paper, we explore the motivating and inhibiting factors that affect students’ participation in voluntary online discussions in a blended learning context. Students’ online participation is conceptualized as a three-phase process: jumpstart o...
Article
This paper describes the professional growth of two teacher educators. It notes obstacles to teachers’ professional development, and investigates the factors which make some teachers less vulnerable to challenges. The paper observes that teacher educators who engage in self-study can reach a renewed understanding of their roles both in and beyond t...

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