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1
Smith, Sean. „Teacher Education“. Journal of Special Education Technology 17, Nr. 3 (Juni 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.
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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.
2
UTSUMI, Noah. „Manufacturing Education at Teacher Training University and Technology Education Course“. Journal of the Japan Society for Technology of Plasticity 53, Nr. 616 (2012): 404–7. http://dx.doi.org/10.9773/sosei.53.404.
3
Peart, Moses, und Caryl J. Sheffield. „Technology Training for Teacher Education in Jamaica“. Computers in the Schools 18, Nr. 4 (Dezember 2001): 155–70. http://dx.doi.org/10.1300/j025v18n04_02.
4
Redjeki, Handayani, Sukirman und Santoso. „Education and Training Technology Increases Teacher Competence“. Journal of Physics: Conference Series 1823, Nr. 1 (01.03.2021): 012082. http://dx.doi.org/10.1088/1742-6596/1823/1/012082.
5
Ntuli, Esther. „Instructional Technology Courses in Teacher Education“. International Journal of Information and Communication Technology Education 14, Nr. 3 (Juli 2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.
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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.
6
Numgaudienė, Ariana, und Birutė Žygaitienė. „Content Analysis of Technology Teacher Training Programmes of Some European Countries“. Pedagogika 113, Nr. 1 (05.03.2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
7
Li, Bo. „Research of Teacher Education Technology Capacity and Training Modes“. Applied Mechanics and Materials 635-637 (September 2014): 2063–66. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2063.
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This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.
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Bajaj, Preeti, Mrunal Suresh Patil und Balaji Almale. „Microteaching in Medical Education“. MVP Journal of Medical Sciences 1, Nr. 2 (01.07.2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.
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Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.
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Ergashevich, Kurbonov Bakhodir. „Method Of Projects Training A Teacher In The System Of Professional Education“. American Journal of Social Science and Education Innovations 03, Nr. 03 (31.03.2021): 504–8. http://dx.doi.org/10.37547/tajssei/volume03issue03-79.
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The article examines the importance of using the project method as an educational technology in the development of the competencies of university students. The article analyzes the relationship between the features of project education and the effectiveness of professional training of university students.
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Samborska, Olena. „Some Peculiarities in Training Future Masters in Technology Education in European Countries“. Comparative Professional Pedagogy 7, Nr. 4 (01.12.2017): 126–31. http://dx.doi.org/10.1515/rpp-2017-0060.
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Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.
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,, Parul, und Dr Madhulika S. Patel. „Redefining Teacher Education in India“. SMART MOVES JOURNAL IJELLH 7, Nr. 11 (28.11.2019): 16. http://dx.doi.org/10.24113/ijellh.v7i11.10116.
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Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support CPD. Furthermore, uniform policy on recruitment, cadre of teachers, and financial benefits may induce the overall teachers’ professional development across the time and space.
12
Ratheeswari, K. „Information Communication Technology in Education“. Journal of Applied and Advanced Research 3, S1 (10.05.2018): 45. http://dx.doi.org/10.21839/jaar.2018.v3is1.169.
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Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.
13
Gilley, Jennifer. „Gender and technology awareness training in preservice teacher education“. TechTrends 46, Nr. 6 (November 2002): 21–26. http://dx.doi.org/10.1007/bf02824156.
14
Berry, Barnett. „Teacher leadership: Prospects and promises“. Phi Delta Kappan 100, Nr. 7 (25.03.2019): 49–55. http://dx.doi.org/10.1177/0031721719841339.
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For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn to lead effectively.
15
Cobb, Hazel B., und Charles J. Horn. „Planned Change in Special Education Technology“. Journal of Special Education Technology 8, Nr. 2 (September 1986): 18–27. http://dx.doi.org/10.1177/016264348600800203.
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Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.
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Danilaev, D. P., und N. N. Malivanov. „The Technology Education System Staffing: Problems and Solutions“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, Nr. 1 (28.01.2021): 60–72. http://dx.doi.org/10.31992/0869-3617-2021-30-1-60-72.
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The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technical aspects. The important segment of technology education is training of technical specialists without pedagogical background to work at schools and universities, as well as training of school teachers and university lectures based on the modern technological order. In this regard, a new look at the IGIP programs is possible, these program goals and objectives interpretation should be applied to the teacher training within the system of high-school technological education.The article considers the approaches to solving the problems of high-school technological education system staffing, presents the comparative analysis of the current educational programs. The experience in training technical university teachers, masters of industrial instruction, technology teachers should be adjusted in accordance with the global changes in science, technique and technology.
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Danilaev, D. P., und N. N. Malivanov. „Technological Education and Engineering Pedagogy“. Education and science journal 22, Nr. 3 (29.04.2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
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Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh und Elham T. Hussein. „Technical and Vocational Education and Training in the UAE“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 13 (10.07.2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.
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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.
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Burki, Maheen Hashim Khan, Muhammad Usman und Abdul Rasheed. „Exploring Technology: An Aid to the Physical Training Teacher Education“. Global Social Sciences Review VI, Nr. I (30.03.2021): 266–71. http://dx.doi.org/10.31703/gssr.2021(vi-i).26.
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The dominance of technology is a universal phenomenon, and like every other aspect of life, education could not spare itself from its influence. The opportunities being offered by the modern technologies incorporated in physical education can produce remarkable outcomes. This study offers an exploration into the potential use of technology as an aid in physical education. It reflects the practical prospects that new technology offers and the ways it can be applied to improve the learning process in physical education classrooms. Teachers can take help from digital technologies for better engagement of the students. For this purpose, teachers can first adapt to the technology by different formal and informal learning sources like seminar, conferences, training program, self-education and peer group discussions. To avoid technology being a source of distraction, a well-designed and practically controlled system of technology needs to be introduced into the classroom. The overall understanding of the students can be improved by using technological aids.
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Altoé, Anair, Aldevino Ribeiro Da Silva, Luciano Gonsalves Costa, Neusa Altoé und Heliana da Silva. „Technologies and Distance Education with Focus on Teacher Training“. World Journal of Educational Research 3, Nr. 2 (04.11.2016): 502. http://dx.doi.org/10.22158/wjer.v3n2p502.
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<p><em>The microelectronics revolution in the twentieth century and the evolution of the profile of Information Technologies and Communication require a teacher able to adapt to a changing world. The simple proposition of using technology in school, with the goal of making teaching innovative, is naive. Teachers need to be trained competently in order to open paths in the construction of their own knowledge and creativity. Therefore, researching the fundamentals of distance education to build a path that allows the university community to access the achievements of this type of education in the initial and continuing training of teachers from the State University of Maringá (UEM) is the challenge before us. For this, we proposed systematic study along with institutional projects to identify activities developed in distance education that make it possible to analyze the proposed teacher education projects developed, identifying actions that enable the initial and continuing training of the teacher within development of the course in the modality of </em><em>D</em><em>istance </em><em>E</em><em>ducation (DE).</em><em></em></p>
21
Manalu, Nelly Chandrawati, und Mulyadi Mulyadi. „Effectiveness Of Work From Home (Wfh) On Teacher Performance In Batam“. Conference Series 3, Nr. 2 (28.01.2021): 90–99. http://dx.doi.org/10.34306/conferenceseries.v3i2.468.
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The purpose of this study is to analyze effective work from home on leadership, competency, taining, and facility and technology to teacher performance. The design used is hypothesis testing using Statistical Package for the Social Sciences (SPSS). The population and respondents in this study was teachers in Batam city. The results of the study show that the leadership has no significant effect on teacher performance with significant = 0.360 and competency has significant effect to teacher performance with significant value = 0,036 results on training has significant effect on teacher performance with significant 0,005, and facility and technology also has significant effect on teacher performance with value of significant is 0,000. The results show that between leadership, competency, training, facility and technology together influence teacher performance with significant 0,000. Based on the two tests above between the Uji t and Uji F test and the direct test, it can be concluded that the rules of the leadership do not have a significant impact on the performance of teachers for that the schools, management and education offices focus on competency of teacher on conduct class on line or PJJ. Based on the result for adjusted R square can be explained at 51,7% is influenced by the four variables (Leadership, Competency, Training, Facility and Technology) to teacher performance, the other 48.3% is the contribution of other variables not included in this research. According to results testing in this research training, facility and technology significantly impact on teacher performance in PJJ class, which means governance and school management, provide some course training to increase teacher performance. Next research model can be explain with mediating variabel to make sure and increase adjusted R square results for example variabel the role of organizational commitment in organizational structure, organizational strategy and management.
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Charlier, Nathalie, und Bieke De Fraine. „Game-Based Learning in Teacher Education“. International Journal of Game-Based Learning 2, Nr. 2 (April 2012): 1–12. http://dx.doi.org/10.4018/ijgbl.2012040101.
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As educational technology is rapidly changing, greater emphasis has been placed on preparing the next generation of teachers for effective technology integration into the classrooms. In this article, the authors describe the design, implementation, and evaluation of a course on digital game-based learning (DGBL) developed for the preservice teacher training programme in health science education in Flanders, Belgium. The objective was to provide an opportunity for teacher students to explore (i) the possibilities, considerations and constraints related to the use of digital games, and (ii) the practical design and try-out of a game in classroom settings. Results show that the games’ inclusion in the formal curriculum helps students to experience how DGBL can contribute to teaching and learning, improves self-confidence on technological skills, encourages the students to use DGBL in their future teaching activities, and enables them to engage their supervising teachers into using games in their classrooms.
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Vu, Phu, und Peter Fadde. „A SNAPSHOT OF TECHNOLOGY INTEGRATION TRAINING IN TEACHER EDUCATION PROGRAMS“. International Journal of Psychology : a Biopsychosocial Approach 14 (2014): 139–50. http://dx.doi.org/10.7220/2345-024x.14.7.
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Gabrhelová, Gabriela, und Lenka Pasternáková. „Teachers in the Context of Vocational Education“. Acta Technologica Dubnicae 6, Nr. 3 (01.12.2016): 100–113. http://dx.doi.org/10.1515/atd-2016-0022.
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Abstract In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.
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Miskiah, Miskiah, Yoyon Suryono und Ajat Sudrajat. „INTEGRATION OF INFORMATION AND COMUNICATION TECHNOLOGY INTO ISLAMIC RELIGIOUS EDUCATION TEACHER TRAINING“. Jurnal Cakrawala Pendidikan 38, Nr. 1 (17.02.2019): 130–40. http://dx.doi.org/10.21831/cp.v38i1.23439.
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Integrating ICT in teacher training has become an absolute necessity over recent years. This research highlights the role of training as a means to improve Islamic religious education teacher competence in ICT. Specifically, the case-study research aim is to describe the level of ICT integration into the Islamic religious education training, referring to ‘education-and-training’, at a religious training center (RTC) in Palembang, Indonesia. Thirty teachers of Indonesian Islamic school (madrasah) and two facilitators at the RTC acted as informants in the research. Using the interactive model of qualitative analysis by Miles and Huberman, the research results indicated that the participants have already integrated ICT but were restricted to using presentations, especially the PowerPoint computer program. Secondly, age and technical problems became the major constraints to realize such integration. With respect to the availability of facilities, the RTC is in good category.
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Ziegelbauer, Christine, und Barbara D'Errico. „ePortfolio in Teacher Education and Academic Further Education“. Irish Journal of Technology Enhanced Learning 6, Nr. 1 (06.07.2021): 37–46. http://dx.doi.org/10.22554/ijtel.v6i1.78.
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Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect.
One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors.
This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.
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Kiru, Elisheba W. „Special Education in Kenya“. Intervention in School and Clinic 54, Nr. 3 (28.05.2018): 181–88. http://dx.doi.org/10.1177/1053451218767919.
Annotation:
Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.
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J Power, Cheryl. „Furthering education“. Microbiology Australia 24, Nr. 4 (2003): 5. http://dx.doi.org/10.1071/ma03405.
Annotation:
There are many important issues facing higher education in Australia today. I believe that the pivotal one is for the community to truly believe in the value of education. If this were a reality, then lack of funding would not be an impediment to solving the many problems we face ? problems such as the question of fee-paying students, both local and international, the use of technology, student employment, the (over) workloads of teaching staff, compulsory teacher training ? the list seems never ending.
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Bui, Van Hong, und Do Van Dung. „Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0“. Asian Journal of Interdisciplinary Research 2, Nr. 4 (29.10.2019): 1–7. http://dx.doi.org/10.34256/ajir1941.
Annotation:
Teacher is always a key factor which determines training quality in general and vocational training quality of the Vocational Education System (VES) in particular. In face of strong influences from the fourth industrial revolution (IR 4.0), teacher is getting more important in training of human resources, especially qualification level and capacity to apply technology and innovate teaching methods. Based on the analysis for impacts of the IR 4.0 on VES, requirements for capacity of teachers and the reality on vocational education teachers (VETs) today, this article suggests some solutions to develop VETs to adapt to the IR 4.0 as a basis for development of teachers at vocational education institutions in Vietnam.
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Lastny Anal, Ruwndar. „Role of Information and Communication Technology (ICT) in Teacher Education“. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, Nr. 3 (24.06.2017): 184. http://dx.doi.org/10.21013/jems.v7.n3.p2.
Annotation:
<div><p>We are in the era of information where technology plays an important role to transact the information to the needed individuals in the education system. With the implementation of two years B.Ed. Programme, based on the recommendations of the Justice Verma Commission (2012), there has been a paradigm shift from the teacher centred to student-centred in the training of student teachers. There needs a proper propagation of knowledge in education which is possible through communication. ICT is a part of non-verbal form of language which is very effective in communication with respect to educational context. To make the teaching learning effective the responsible teachers should adapt or have positive attitude towards the use of ICT in education system. This makes the teachers comfortable in his/her teaching and can best expect the effective outcomes among the learners. This theoretical paper discusses about the role of ICT in Teacher Education and better transaction of teaching learning process through the use of ICT.</p></div>
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Desimone, Laura M. „Nurturing teacher learning opportunities– experiences, leadership and technology“. Professional Development in Education 46, Nr. 2 (10.03.2020): 175–77. http://dx.doi.org/10.1080/19415257.2020.1731264.
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Karatsiori, Marianthi, Trisevgeni Liontou und Makrina Zafiri. „Rethinking Teacher Education via Collaborative Learning“. International Journal of Teacher Education and Professional Development 4, Nr. 2 (Juli 2021): 34–49. http://dx.doi.org/10.4018/ijtepd.2021070103.
Annotation:
This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.
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Muharom, Fauzi. „MAPPING KEBUTUHAN PENGEMBANGAN KOMPETENSI GURU PAI SD DI SUKOHARJO: SEBAGAI PIJAKAN DALAM MENDESAIN PROGRAM PENGABDIAN DOSEN PAI“. INFERENSI 9, Nr. 2 (01.12.2015): 491. http://dx.doi.org/10.18326/infsl3.v9i2.491-514.
Annotation:
This research aimed at knowing the mapping of the needs of teacher competence development of Islamic Education teachers of the Elementary Schools in 12 districts in Sukoharjo. The data were collected through interview and documentation. The results of the research showed that the mapping of the needs of teacher competence development of the Islamic Education teachers of the Elementary Schools is learning strategies, training of classroom action research, qur’an recitation assisting, trainingof making learning media, training of information technology learning, training of making test item grids, training of making teaching materials, assisting of curriculum 2013, training of making teaching lesson plan, training of making administrationfor Islamic Education teachers, training of graphic art, training of the art of Islamic Javanese song macapat and rebana. The design of the lecturer community service for the lecturers of Islamic Education Department of IAIN Surakarta can be conducted in two kinds of designs namely focusing on the needs of teacher competence development of the Islamic Education of the Elementary Schools in one district, based on the priorityscales of teacher competence development of Islamic Education of the Elementary Schools in Sukoharjo.
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Luz, Emeli Borges Pereira. „Pre-service language teacher training for distance education“. Texto Livre: Linguagem e Tecnologia 11, Nr. 3 (26.12.2018): 26–39. http://dx.doi.org/10.17851/1983-3652.11.3.26-39.
Annotation:
ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.
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Kakeeto, David, Anthony Muwagga Mugagga und Ronald Bisaso. „Cultural Processes and Teacher-Educators’ Technology Knowledge and Skills at Makerere University“. Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, Nr. 3 (12.12.2020): 825–37. http://dx.doi.org/10.33258/biolae.v2i3.343.
Annotation:
The study was set out to examine the influence of cultural processes on teacher educators’ digital competence at School of Education, Makerere University, and Kampala Uganda. A case study design was employed taking a quantitative approach. Objectives of the study were to establish how individual and institutional values influence teacher educators’ technology knowledge and skills at Makerere University. Participants were teacher trainers from School of Education and data were collected using a self administered questionnaire. Data were analyzed using; ANOVA, Pearson Product moment Correlation coefficient and Regression. It was found out that: both individual and institutional values have got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; individual values in form of: level of education, teaching experience, attitude or belief and disciplinary background are very fundamental in promoting teacher educators’ technology skills and knowledge; institutional values in form of: leadership styles, policy guidelines, curriculum and structural facilities are critical aspects in promoting teacher educators’ technology knowledge and skills. It was recommended that The School of Education should develop an evaluative instrument to regularly assess the extent to which ICTs have promoted teaching and learning, University administrators should change their leadership styles, adopt transformational leadership style according because results indicated that it promotes teacher educators’ technology knowledge and skills
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Dagiene, Valentina. „Development of ICT Competency in Pre-Service Teacher Education“. International Journal of Digital Literacy and Digital Competence 2, Nr. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.
Annotation:
Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.
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Gómez-García, Gerardo, Francisco-Javier Hinojo-Lucena, Santiago Alonso-García und José-María Romero-Rodríguez. „Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education“. Education Sciences 11, Nr. 6 (02.06.2021): 275. http://dx.doi.org/10.3390/educsci11060275.
Annotation:
Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.
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Yusuf, Adie E. „The Implementation of Ict Based Education in Elementary Teacher Education (PGSD) in Indonesia“. Humaniora 7, Nr. 1 (30.01.2016): 8. http://dx.doi.org/10.21512/humaniora.v7i1.3391.
Annotation:
In fact, Information Communication and Technology (ICT) have been utilized in schools even though relatively small in numbers. At present, there is a program for Elementary Teacher Education called PGSD program in Indonesia. The PGSD program is an in-service teacher training program especially for elementary school teachers in Indonesia, to improve their qualifications from Diploma-2 to Strata-1 level, conducted through ICT-based distance learning mode. This study uses survey method to examine the accessibility of ICT infrastructure and networks, and the effectiveness of using ICT for teaching and learning in six university member of PGSD program in Indonesia. The results of the study show that the PGSD program needs to improve the ICT infrastructure and networks as well as apply ICT based teaching and learning skills.
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Uygur, Mutlu, Burak Ayçiçek, Hikmet Doğrul und Tuğba Yanpar Yelken. „Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education“. Sustainability 12, Nr. 24 (11.12.2020): 10354. http://dx.doi.org/10.3390/su122410354.
Annotation:
This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.
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Dоmina, Viktoriia, Natalia Gutareva und Julia Sedova. „Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction“. Bulletin of Luhansk Taras Shevchenko National University, Nr. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.
Annotation:
The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.
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Eicker, Friedhelm. „Teaching and Studying Technology“. Industry and Higher Education 20, Nr. 6 (Dezember 2006): 421–32. http://dx.doi.org/10.5367/000000006779882959.
Annotation:
Work and technology are – at least in all industrialized countries – characterized by continuous and fundamental change. This change has to be reflected in the education of technical workers. Engineering pedagogy must identify new demands and ensure that they are addressed in the design of technical education. To this end, engineering teachers in businesses, universities, schools and at other educational facilities discuss and test modified or new technical education concepts. This paper argues for an educational approach in which the focus is on the cooperative development of course content with the learner and the regional relevance of what is taught and learned. Engineering and other technical education and training must be demand-driven rather than supply-led. The paper examines how this can be achieved. The discussion is based on experiences in regional and international projects for the advancement of technical education and teacher training.
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Mudassir, Mudassir. „PENGEMBANGAN SUMBER DAYA PENDIDIKAN DI MADRASAH ALIYAH NEGERI (MAN) KABUPATEN BIREUN“. Jurnal Ilmiah Didaktika 16, Nr. 2 (01.02.2016): 255. http://dx.doi.org/10.22373/jid.v16i2.599.
Annotation:
In line with the sharp competition due to technological development and environment the that is so dramatically in all aspects of human life, then every educational institution need professional human resources of education in order to provide excellent service and value. In other words, educational institutions are should not only able to provide satisfactory service (customer satisfaction) but also oriented on the value (customer value). The research results show that the development of human resources of education in MAN Bireuen consist of improving human resource education through teacher training. The necessary training is tailored to the needs of teachers. The training was carried out to take upgrade teachers’ performance that was low. Several obstacle faced in the development of education human resources the lack of teacher training and teachers’ knowledge in the field of information technology (IT). To solve these problems can be done through training program of teaching profession (PLPG) which aims to create a professional teacher and Teacher Competency Test (UKG). The Indonesian government should improve the quality of LPTK as teacher producers, and conduct teacher training on information and communication echnology (ICT) intensively.
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Cabero-Almenara, Julio, und Rubicelia Valencia-Ortíz. „Teacher education in ICT: Contributions from different training models“. Revista Caribeña de Investigación Educativa (RECIE) 2, Nr. 2 (14.12.2018): 61–76. http://dx.doi.org/10.32541/recie.2018.v2i2.pp61-76.
Annotation:
Training the teaching staff in Information and Communication Technologies comes implicitly with thestudy of its different dimensions and principles, regarding the indications that have been pointed froma variety of studies and works. In our current society, it is clear that the significance of ICT to improvequality and educational performance is not exclusively determined by its presence, but also by the variety oftransformations that involves not only using them as a way of consuming knowledge but also seeing themas tools to enrich, create and generate said knowledge. From this perspective, investment in professionaldevelopment is more important than investment in resources associated with technology. This is animportant aspect for incorporation of ITC, not considering only its use to do better things than we dowithout it, but to do things in a complete different manner. We present this article which describes a tour ofsome of the bases and models, analyzing the problematic of training in digital skills that teachers might facewhen they incorporate them into their teaching and professional practice.
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Dexter, Sara, und Emily A. Barton. „The development and impact of team-based school technology leadership“. Journal of Educational Administration 59, Nr. 3 (06.04.2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.
Annotation:
PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.
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Khajayeva, Zhamilya, Assel Stambekova, Zhanar Gazikhanova, Gulnara Smagulova und Salamatova Rakhat Makhanbetjanovna. „Primary school teacher candidates’ views on multilingual concepts: A perspective of learning technology“. World Journal on Educational Technology: Current Issues 13, Nr. 1 (30.01.2021): 01–09. http://dx.doi.org/10.18844/wjet.v12i4.5184.
Annotation:
With the expansion of primary school education in Kazakhstan, many ethnic groups were reached. This situation has started to signal the necessity of classroom teachers having knowledge, awareness and experience in subjects such as sensitivity, education and needs of children. This research is a qualitative study, and it was conducted to understand the awareness and knowledge levels of classroom teacher candidates on multilingual education. The research was conducted within the framework of the perspectives on learning technology. 38 teacher candidates who participated in the study were interviewed on the internet and their views on multilingual education were analysed with a descriptive qualitative analysis method. The data obtained as a result of the interviews were examined in detail and the opinions of the teacher candidates on multilingual education were interpreted. Based on the results of the research, suggestions have been made on subjects such as reshaping our teacher training programmes in the context of multilingualism and providing them with teacher support, both theoretically and practically, and to train teachers who can meet the needs of children from linguistic minority groups. Keywords: Primary school, ethnic groups, technology, multilingual education.
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Shui Ng, Wing, und Gary Cheng. „Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs“. Issues in Informing Science and Information Technology 16 (2019): 061–70. http://dx.doi.org/10.28945/4288.
Annotation:
Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.
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Arias-Castilla, Carmen Aura, und Jaime Alberto Ayala-Cardona. „ICTs as promoters of diversity and the training of child educators“. Visión electrónica 1, Nr. 2 (13.08.2018): 168–75. http://dx.doi.org/10.14483/22484728.18373.
Annotation:
This article emerges from the research framework "State of art at a national level of early childhood education in and for diversity", as part of the project "Pedagogical architecture, didactic and technology for teacher-training for diversity" co-financed by COLCIENCIAS and which is also part of the "Alliance of institutions for the development of education and technology in Colombia” AIDETC, seeking to identify national trends of teacher-training in early childhood education to orient training programs for teachers in and for diversity in Colombia. The inquiry has considered of great importance the incorporation of technological resources to support programs regarding diversity, thus this article presents the current trends of use, possibilities, ICT use and appropriation to accept diversity in Colombia, result of inquiry at Colombian universities with early childhood education programs, through the selection of programs, the documentary analysis of their curricula and application of interviews, to interpret the inclination of the programs in the use of technology tools for teacher-training and in this way provide a general look that enriches the processes of appropriation of ICTs within early childhood education programs.
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Kurnia Vilmala, Berry, Afdhil Hafid und Defrizal Hamka. „Optimalisasi Leadership dan Sarana Belajar Sebagai Pilar Pendidikan Sekolah Alam Melalui Inisiasi Outbound di Sekolah Alam Rumbai Pekanbaru“. Jurnal Pengabdian UntukMu NegeRI 4, Nr. 1 (18.04.2020): 17–24. http://dx.doi.org/10.37859/jpumri.v4i1.1647.
Annotation:
One of the shortcomings in the implementation of education in schools is the lack of a forum that can facilitate student leadership which is integrated with learning in the Classroom. In general, Leadership is carried out in extracurricular activities in schools. The implementation of Leadership training has limited time in its implementation and is felt to be less than optimal. Leadership is separate from student learning activities. UMRI has experts in the field of Science (IPA) and Education under the auspices of the Faculty of Teacher Training and Education and the field of Technology Design under the auspices of the Faculty of Computer Science who can contribute their knowledge to the Leadership optimization program and the means of learning together with nature through outbound initiation at the Rumbai Nature School. The main activity that would be carried out in this program is to design and create an integrated outbound facility with the Natural Joint Learning facilities in the Sekolah Alam Rumbai environment. The output that is expected to be generated from this activity is the availability of integrated outbound facilities to support Leadership through outbound and scientific logic through Student Learning Together Nature can be optimized.
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Mirzakhmedov, Abdirashid M., und Khurshid A. Mirzakhmedov. „The Role Of The Teacher In The Education Of Young People“. American Journal of Social Science and Education Innovations 03, Nr. 01 (31.01.2021): 385–95. http://dx.doi.org/10.37547/tajssei/volume03issue01-72.
Annotation:
The article analyzes new approaches to the phenomenon of the teacher of the New Century as a professional of spiritual enlightenment of society. The personality of the teacher in the context of the globalization of information technologies becomes incomparably important, training and education determines the fate of peoples, which is crucial for the future of world civilization. The formation and development of the professionalism of teachers are interrelated with the socio-cultural traditions and national characteristics of the people, which ultimately contributes to improving the quality and efficiency of the education system. To be a teacher in our time is to engage in creative intellectual work on the introduction of the most advanced teaching methods, skills and skills of educational work among students, innovative approaches in regulating the moods and educational guidelines of students/students. The Government of Uzbekistan has taken a course of reforms aimed at radically improving and improving the quality of education with the creation of decent conditions for teachers. The government will also continue to work to ensure decent pay for teachers-teachers that the teaching profession should become the most authoritative and respected in society. In the context of globalization, teachers are faced with grandiose tasks, the solution of which is impossible without pedagogical initiative and full dedication to the cause with great love of the younger generation, to be aware of all the events of information technology. Islam prefers secular education to religious education, that teachers are the heirs of the prophets, and that respect for teachers is the path to self - purification and salvation of the soul. The authors in their pedagogical analyses of the teacher status in the context of the entire educational policy of the government emphasize the need to improve the personnel policy in the higher education system.
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Tuli, Fekede, und Temesgen Oljira. „Exploring the Challenges of Initial Teacher Preparation: Voicing the Concerns from the Field“. Randwick International of Education and Linguistics Science Journal 1, Nr. 1 (23.06.2020): 22–35. http://dx.doi.org/10.47175/rielsj.v1i1.26.
Annotation:
It is widely recognized that the best education systems have the best teachers, and a school can only ever be as good as its teachers. However, the quality of a teaching force is dependent on the availability of good quality teacher education program. Hence, the purpose of this study was to explore the challenges of initial teacher preparation program from insiders’ perspectives. Data were collected via semi-structured interview and analyzed narratively. The findings of the study revealed that failure to attract the right people into teaching, poor quality of teacher training programs, weak University and School partnership, unfair and disproportionate treatment of teacher education, policy- practice gap, poor teacher retention strategy, and poor information and communication technology integration as the challenges undermining the teacher education program. The need to attracting best and brightest candidates into the profession, strengthening teacher education programs, improving the management of teacher education, valuing teachers and improving their status are areas identified as implication of the study.