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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.
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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.
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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.
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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.
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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.
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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.
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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.
Die Auswahlen zum Thema "Education, Leadership|Education, Teacher Training|Education, Technology of" für konkrete Quellenarten können Sie auch interessieren:
Dissertationen zum Thema "Education, Leadership|Education, Teacher Training|Education, Technology of":
1
Khabele, Teboho. „The integration of environmental education with technology education : an investigation into teacher training and teacher practice“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.
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Thesis (MTech (Education))--Peninsula Technikon, 2003 This research study is mainly based on the third learning outcome for
Technology Education which requires the learners to be able to demonstrate
an understanding of interrelationships between science, technology, society
and the environment. The purpose of the study is to investigate how
Technology Teacher Training Programmes incorporate environmental aspects
into technology education and how Technology educators facilitate learning in
order to meet environmental requirements that are expressed as learning
outcome 3 for Technology Education. In this study an attempt is made to
encourage efforts that could lead to the development of new learning
frameworks, integrated activities and learning programmes for the technology
education curriculum.
The study is set against the literature on integrated programmes for
curriculum development in general and for environmental and technology
education in particular. It also draws on literature that calls for partnerships
and closer co-operation between institutions of higher learning and the world
of work, on evaluation research and programme evaluation and on the role
that could be played by service-learning in promoting attitudes and values that
are necessary for the integration of environmental aspects into technology
education.
Using the naturalistic or qualitative evaluation approach and narrative data
production methods in the context of teaching and learning, the lecturers in
teacher education institutions and technology educators in schools were
interviewed in order to find out how technology teacher education prepared
technology educators for the workplace and how technology educators
designed learning activities and facilitated learning in their technology
classrooms. The curriculum documents for technology teacher education
programmes were consulted and classroom observations also made.
The research findings have indicated that technology educators find it difficult
to integrate environmental education with technology education when
teaching technology education and that technology teacher education
programmes do not entirely prepare technology educators for the integration
process that is required by the Revised National Curriculum documents of the
Department of Education and Training.The study therefore calls for
partnerships and collaborative efforts of higher education institutions, the
Department of Education and Training and various environmental
organizations in order to develop work integrated curricula that could enable
technology educators to assist their learners to demonstrate an understanding
of interrelationships between science, technology, society and the
environment.
2
Conti, Michael J. „The online teaching skills and best practices of virtual classroom teachers| A mixed method Delphi study“. University of Phoenix, 2013.
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Hanson, Bradley A. „The Impact of Professional Development on Early Implementation of a 1|1 Laptop Initiative“. Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645318.
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As school leaders continue to attempt to integrate technology into today's classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers' perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers' perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.
4
Ahmad, Amna Khurshid. „A Delphi Study| Technology Leadership Network?s Perceptions of ISTE Essential Conditions for Technology Integration in Professional Learning Communities“. Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700228.
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Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California.
Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data.
Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration.
Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities.
Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change.
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DeBiase, Kirstie. „Teacher preparation in science, technology, engineering, and mathematics instruction“. Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.
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The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM.
This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School
District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources.
The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology.
The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.
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This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.
Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.
Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.
7
Prouty, Cynthia. „Student engagement| Best practices in teaching in a K-5 blended learning environment“. Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643786.
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This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.
8
Fischler, Robert B. „SimTeacher simulation-based learning in teacher education /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210046.
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Thesis (Ph.D.)--Indiana University, School of Education, 2006. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0835. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed March 16, 2007)."
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Hur, Jung Won. „Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).
10
Bangou, Francis. „A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program“. Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.
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Thesis (Ph. D.)--Ohio State University, 2003. Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
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2
Indian Association of Teacher Educators. Annual Conference. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.
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Conference, Indian Association of Teacher Educators. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.
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Kleiner, Brian. Educational technology in teacher education programs for initial licensure. [Washington, D.C.]: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2007.
Buchteile zum Thema "Education, Leadership|Education, Teacher Training|Education, Technology of":
1
Ortega, Marcelo René Mina, José Alí Moncada Rangel, Ítala María Paredes Chacín und Jorge Iván Mina Ortega. „Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education“. In Technology, Sustainability and Educational Innovation (TSIE), 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_1.
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2
Qi, Chen. „Training teacher educators: a case study of integrating information technology into teacher education“. In Information Technology, 184–92. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_23.
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3
Mansor, Mahaliza, Jamal Nordin Yunus und Fanny Kho. „The Development of Teacher Leadership Inventory in Malaysian Educational Context“. In Technology Supported Innovations in School Education, 195–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_11.
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4
Griffiths, Paul. „Innovation in Initial Teacher Training: An Analysis of Benefits, Costs and Resource-Related Opportunities“. In Technology Education, Innovation, and Management, 201–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7_25.
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5
Chua, Bee Leng, Oon Seng Tan und Woon Chia Liu. „Using Technology to Scaffold Problem-Based Learning in Teacher Education: Its Tensions and Implications for Educational Leaders“. In Motivation, Leadership and Curriculum Design, 119–35. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_10.
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6
Erdem, Ali Rıza. „Leadership and Management in Instructional Technology in Teacher Education“. In Teacher Education, 710–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch035.
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This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.
7
Erdem, Ali Rıza. „Leadership and Management in Instructional Technology in Teacher Education“. In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 361–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch020.
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This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.
8
Mulder, David J. „Pre-Service Teachers and Technology Integration“. In Teacher Education, 730–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch036.
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The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.
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Akuegwu, Basil Azubuike. „Teacher Education in Nigerian Universities“. In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 342–60. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch019.
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Teachers play pivotal roles in the education process. Knowledge transmission constitutes integral aspects of their roles. In order to perform this role effectively, institutions responsible for teacher training have been striving to reposition teacher education for greater results by aligning with global best practices, at the centre of which is instructional technology. However, one thing is to desire the infusion of instructional technology into teacher education, another is to plan how to achieve the best result with it. In this regard, this paper focused on teacher education in Nigerian universities and how leadership and management of instructional technology are reshaping it. Highlights of the discussion include: background, teacher education in Nigerian universities, instructional technology in teacher education in Nigerian, leadership and management in instructional technology in teacher education, challenges of leadership and management in instructional technology and strategies for improving leadership and management in instructional technology.
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Limboro, Charity Mukiri, und Ephantus Micheni Kaugi. „Technology Integration in Teacher Education“. In Advances in Educational Marketing, Administration, and Leadership, 282–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch016.
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This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.
Konferenzberichte zum Thema "Education, Leadership|Education, Teacher Training|Education, Technology of":
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Kode, Sandhya, und Kesav Vithal Nori. „Enhancing IT Education: Education Technology for Teacher Training“. In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.4.
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Mileva, Nevena, Nadezhda Kafadarova und Silviya Stoyanova-Petrova. „TEACHER TRAINING FOR TECHNOLOGY-BASED INCLUSIVE EDUCATION“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1042.
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Trnova, Eva, und Josef Trna. „DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE“. In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.
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Teacher creativity is essential for development of students’ creativity. Creation of methods for development of teacher creativity, as a part of teacher education, is a necessity. Within project PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science) we discovered that an effective method of development of science teacher creativity is a training of teachers in implementation of IBSE. Styles of teacher creativity were studied using Kirton’s Adaptation-Innovation Inventory. Levels of creativity were identified by a case study. Key words: creativity, development, IBSE, science education, teacher education.
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„Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] 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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Inciarte González, Alicia, Freddy Marín González, Ana Milena Guzmán, Sandra Villarreal und Ana Judith Paredes. „TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0329.
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno und Miriam Agreda Montoro. „INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.
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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Pereira, Conceição, und Ana Pelarigo. „FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.
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Mohd Noor, Mohd Asri, Hamidah Yusof und Mahaliza Mansor. „DEVELOPING A TEACHER LEADERSHIP FRAMEWORK IN PREPARING QUALITY TEACHERS FOR THE FUTURE“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2119.
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Smirnova, Elena, und Natalia Vatolkina. „TEACHER TRAINING AND NEW PEDAGOGIC APPROACHES IN ENGINEERING EDUCATION METHODOLOGY“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1814.
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Smirnova, Elena, und Natalia Vatolkina. „TEACHER TRAINING IN ENGINEERING EDUCATION: SEARCH FOR NEW PEDAGOGICAL APPROACHES“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1470.
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Berichte der Organisationen zum Thema "Education, Leadership|Education, Teacher Training|Education, Technology of":
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Ehsanipour, Tina, und Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, Juli 2017. http://dx.doi.org/10.51388/20.500.12265/47.
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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Baloch, Imdad, Tom Kaye, Saalim Koomar und Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, Juni 2020. http://dx.doi.org/10.53832/edtechhub.0026.
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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316852.
