Thematische Bibliographien / Teacher effectiveness Information technology

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Auswahl der wissenschaftlichen Literatur zum Thema „Teacher effectiveness Information technology“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Teacher effectiveness Information technology"

Guan, Yu Mei. „Applied AHP Technology and Information Technology in Evaluation for Teaching Quality of University“. Advanced Materials Research 1022 (August 2014): 229–32. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.229.

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With the constant development of information technology, information into education teaching quality evaluation has injected new vitality.The evaluation for teaching quality of university is to add the power and energy of teaching. Evaluation for teaching quality of university based on AHP is proposed in the paper. Evaluation scale among evaluation indexes is given, and the weights of evaluation indexes are obtained. The absolute weights of the second-degree indexes are gained. The economics teacher is applied to evaluate the effectiveness of AHP technology. The experimental results show the evaluation for teaching quality of university based on AHP has excellent results.

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Borbych, Nataliia, Natalia Denisenko, Serhii Marchuk, Iryna Kovalchuk, Sergii Pustovalov und Larisa Stakhova. „Assessment of the effectiveness of correspondence teacher education“. LAPLAGE EM REVISTA 7, Extra-B (13.06.2021): 511–20. http://dx.doi.org/10.24115/s2446-622020217extra-b962p.511-520.

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The article examines one of the features of the development of modern society is the process of informatization, which has now acquired a global character. It has been proven that under the influence of informatization, changes are currently taking place in all spheres of life. One of the elements of informatization are new information technologies, the use of which allows finding new approaches to solving various problems. The consequence of the general informatization of society is the informatization of education, one of the forms of which is distance learning. Distance education technology is an element of distance education. However, along with the intensive introduction of new educational technologies into the educational process, the question arises: how effective is the distance learning system?

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Leifa, Andrey Vasilevich, Natalia Nikolaevna Dvoeriadkina, Tatiana Aleksandrovna Yurieva und Natalia Anatolevna Chalkina. „Methodology for the formation of university teacher readiness for the digitalization of the educational process“. SHS Web of Conferences 101 (2021): 03019. http://dx.doi.org/10.1051/shsconf/202110103019.

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The article discusses the methodology of forming the teacher's readiness to use the electronic educational environment by immersion technology. The relevance of the study is determined by the challenges of our time. During the pandemic, all educational institutions of the Russian Federation had to switch to distance learning for students. Which presupposes possession of digital technologies by all participants in the educational process. To bridge the «digital divide» in the student-teacher relationship, a methodology has been developed to improve the qualifications of the teaching staff, which allows them to organize their professional activities using digital technologies. The leading method of researching this problem was a pedagogical experiment conducted among teachers and students, which made it possible to identify a positive trend in the willingness of teachers to use the capabilities of the University's electronic information and educational environment based on the results of the proposed methodology. The article clarifies the structure of a teacher's readiness to use the electronic information and educational environment of an educational organization, substantiates the effectiveness of the methodology for the formation of readiness using immersion technology.

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Syahputra, Frandrio, und Hasan Maksum. „The Development of Interactive Multimedia Learning in Information and Communication Technology Subjects“. Journal of Education Research and Evaluation 4, Nr. 4 (05.12.2020): 428. http://dx.doi.org/10.23887/jere.v4i4.29931.

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Learning media is an important learning component. Therefore, teachers must able to develop instructional media that can improve student abilities. One of the learning media that supports these goals was interactive multimedia. This study aimed to develop valid, practical, and effective interactive multimedia learning on Information and Communication Technology subjects. This research was research and development. The development model used was a 4-D model, which consists of defining, designing, developing, and disseminating stages. The defined stage was carried out with curriculum analysis, material analysis, and student analysis. The design stage was carried out by designing the learning media. At the development stage, validity tests were carried out through validation sheets of learning media, practicality tests through media application observation sheets, teacher and student response questionnaires, effectiveness tests obtained from the knowledge competency assessment. The disseminated stage was carried out by spreading the device. The analysis results showed that the Interactive learning media in Information and Communication Technology subjects have been tested and got a valid score (89.25%), according to the teacher's response (90.23%) in very practical category, students’ response (90.09%). The response was in the very practical category. With this score, interactive multimedia is categorized as practical and effective learning media.

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Li, Ya Juan. „Research on the Multimedia Teaching in Chinese Universities“. Advanced Materials Research 971-973 (Juni 2014): 2621–24. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2621.

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Multimedia technology integration is becoming a core part in the development of teaching. Multimedia teaching adapts to the needs of the higher education, and realizes three-dimensional teaching process. But we find that there are some problems in multimedia teaching in practice, such as misunderstanding of multimedia teaching methods, poor teaching effectiveness, etc. The main reasons are the irrational teacher evaluation system, poor ability of information teaching, etc. We should reform the teacher evaluation system, and strengthen the training of teachers and so on.

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Bauer, William I., Sam Reese und Peter A. McAllister. „Transforming Music Teaching via Technology: The Role of Professional Development“. Journal of Research in Music Education 51, Nr. 4 (Dezember 2003): 289–301. http://dx.doi.org/10.2307/3345656.

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The purpose of this study was to determine if 1-week technology workshops can be an effective means for the professional development of music teachers in using technology for instruction. The results indicate that three indicators of effectiveness—teacher knowledge, teacher comfort, and frequency of teacher use—can he significantly improved in these settings. Participants ( N = 63) were music teachers enrolled in summer music technology workshops. At the beginning of the workshops, participants completed a questionnaire designed to provide demographic information and assess their knowledge of music technology, degree of comfort with music technology, and the frequency with which they used music technology in their teaching. Following an intensive weeklong workshop dealing with strategies for teaching music to K—12 students using music technology, participants completed a second questionnaire that was parallel to the first. Participants completed another similar questionnaire 9 to 10 months after the workshop. Significant differences were found between the pre-and. postworkshop questionnaires, between the preworkshop and follow-up questionnaires, and, between the postworkshop and follow-up questionnaires in all three areas. There was also a moderate correlation ( r = .43, p = .00) between participants' frequency of technological use and the degree to which they reported their access to technological resources.

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Hucks, Darrell, Patrick Hickey und Matthew Ragan. „Collaborations for Transformative Learning Experiences“. International Journal of Cyber Ethics in Education 4, Nr. 1 (Januar 2016): 16–31. http://dx.doi.org/10.4018/ijcee.2016010102.

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The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

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Gukalenko, Olga, Vladimir Borisenkov, Vasiliy Kuznetsov, Liubov Panova und Liubov Tkach. „Technological effectiveness of modern education: features, traditions, innovations“. E3S Web of Conferences 273 (2021): 12074. http://dx.doi.org/10.1051/e3sconf/202127312074.

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The purpose of the study is to analyze the experience in organizing the learning process at a university using digital technologies, aimed at realizing the content of pedagogical education in the context of its structural components and indicators of students’ readiness to work in an educational institution. The positive and negative aspects of the use of IT- technologies in the formation of the experience of professional and pedagogical activities of students in the direction of “Pedagogical education” are noted. The relevance of using digital technologies in the educational process is dictated by the prevailing socio-cultural conditions, the development of information and communication means of transmission and information. At the same time, the problem is the unwillingness of the faculty, students, to their use for several reasons: news, illiteracy, lack of equipment in detail-spatial environment of technical means, the quality of Internet connection. And technologies which provide ability to save dialogicality pedagogical culture, allowing to establish a dialogue in the systems “teacher-student”, “student-teacher” and the polylogue “student-teacher-students” are particularly in demand. The use of the technology “Immersion in professional and pedagogical activity through culture with the support of the teacher” allows the teacher to conduct a dialogue with students and purposefully form their readiness for pedagogical activity in modern conditions based on the acceptance of the values of pedagogical culture and identification in her, personal and semantic attitude to labor functions for the provision of educational services for the main educational programs of educational organizations of different levels.

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Simanjuntak, Christina, Nunuk Hariyati und Endang Purbaningrum. „Improving Teacher Pedagogy In the Creation of IT-Based Learning Media“. AL MURABBI 6, Nr. 1 (31.12.2020): 48–57. http://dx.doi.org/10.35891/amb.v6i1.2406.

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Effective learning using information technology is one of the opportunities that can be utilized by teachers to improve the effectiveness of learning. This study aims to describe the implementation of IT-based learning media creation training to improve teacher pedagogical skills as measured from the practical aspects and effectiveness of the Model used, namely the Critical Event Model (CEM). The subjects of this study were the teachers of SD Santo Yosef Surabaya. This research is an implementation research with quantitative approach. The data collection method used in this research is in the form of questionnaires to assess aspects of practicality and media assessment to assess aspects of effectiveness. The results showed that the training that had been evaluated through media assessment by the trainer and questionnaire scores by participants, both had a high percentage. Based on the results of the research shows that the implementation of training on creating IT-based learning media has been effective and practical

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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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Dissertationen zum Thema "Teacher effectiveness Information technology"

Kwan, Yuet-ling Linda. „A study of teacher professional development in the uses of information technology“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35545045.

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Shumate, Michael David. „Effectiveness of the Provisional Teaching License Route in Virginia for Preparing Business and Information Technology and Marketing Education Teachers“. Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104023.

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The goal of this research was to assess the Virginia three-year provisional teaching license preparation path for earning a teaching license with an endorsement in Business and Information Technology (BIT) and Marketing Education (MKED). The study examined BIT and MKED teacher preparedness as it relates to core teaching and program management competencies for CTE educators who enrolled and completed Virginia's three-year teacher provisional licensure route to determine the effectiveness of the routes themselves. The research studied how the participants teacher preparation path impacted teachers' preparedness and how the elements of the provisional path contributed to the teacher's confidence in teaching. The study had one main research question and two sub-questions. The first sub-question emerged into five themes. They include lack of support system, struggle to implement essential teaching competencies, struggle to implement essential program management competencies, taking coursework while teaching does not work, and slight improvement by third year, but still a struggle. The second sub-question emerged into three themes. They include the need for effective support system, need for increased funding for teacher pay and required college courses, and need for focused training on specific CTE competencies. Three key conclusions from the study were BIT and MKED teachers need specific preparation training focused on core CTE teaching and program management competencies prior to entering the classroom, need a student teaching and/or co-teaching experience prior to entering the classroom by themselves, and need effective and active mentoring as well as administrative feedback and support during the entire three-year provisional licensure process.
Doctor of Philosophy
The study examined BIT and MKED teacher preparedness as it relates to core teaching and program management competencies for CTE educators who enrolled and completed Virginia's three-year teacher provisional licensure route to determine the effectiveness of the routes themselves. A qualitative research design was used for this study to determine the factors that affect the first year and third year provisionally licensed BIT and MKED teacher competency obtainment in the state of Virginia. A pre-survey of essential core teaching and program management competencies was given to create awareness of the interview topic to the interviewees. This survey was followed by an in-depth interview to gather rich data relating to the obtainment of core competencies. Three key conclusions from the study were BIT and MKED teachers need specific preparation training focused on core CTE teaching and program management competencies prior to entering the classroom, need a student teaching and/or co-teaching experience prior to entering the classroom by themselves, and need effective and active mentoring as well as administrative feedback and support during the entire three-year provisional licensure process. The results of the research may help improve the provisionally licensed teacher path route for prepare beginning BIT and MKED teachers in Virginia. The research will add to the literature by providing (1) information on how to improve provisional-teacher license preparation programs, (2) suggesting methods of training in these programs, and (3) showing the significance of beginning CTE teachers' professional relationships with administrators and mentor teachers. The results of the study could also assist school districts to better allocate resources and staff to effectively help provisionally licensed teachers.

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Kwan, Yuet-ling Linda, und 關月玲. „A study of teacher professional development in the uses of informationtechnology“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35545045.

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Nwaozuzu, Daisy Chioma. „The effectiveness of information and communication technology in schools on generic skills development : teachers, pupils and employers perceptions“. Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/f062094a-b7d3-4252-9abb-6ae096465c72.

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This mixed method study sought to explore the perceptions of key stakeholders in education, on the role and contribution of ICT in Scottish secondary schools towards generic skills development among pupils for post school transitions. The timing of this study coincided with a period characterised by contextual pressures globally, marked with technology changes, youth unemployment and curriculum reviews. A review of literature was conducted systematically to evaluate the explicit permeation of ICT in Scottish schools. A sequential mixed method design was adopted for the two phased study commencing with a convenience sampling technique for the first phase, involving 1364 upper secondary school pupils from all eight schools, 64 teachers and the 17 employers in one local Council in Scotland. A purposive sampling technique was applied to select two sample schools for the second phase, based on best use and practices of ICT. Questionnaires were administered online and in person at the first phase, followed by a semi structured interview at the second phase. SPSS was used for descriptive statistics, correlation analysis and one way Anova, while Nvivo 10 software was used for thematic analysis from the interview transcript. The study offers a framework for personalisation starting with identification of pupils’ ability and ICT skill level at inception classes, followed by a personalised learning design incorporating pupils’ interest, ability and post school destination. The study also proposes separate roles for teachers and policy makers in order to maintain teachers’ autonomy, as policy makers’ interference has been identified to have an impact on teachers’ professionalism, effectiveness and confidence necessary for imparting generic skills in pupils. A series of recommendations are provided for future research, including a longitudinal evaluation of generic skills acquired from individual school subjects through the upper school years to post school destination, to ascertain effective transfer and sustainability of generic skills.

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Goktas, Yuksel. „The Current Status Of Information And Communication Technologies Integration Into Schools Of Teacher Education And K-12 In Turkey“. Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607829/index.pdf.

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The purpose of this study was to investigate the current status of schools of teacher education (STE) in Turkey in terms of how they prepare future teachers to use information and communication technologies (ICT) in their professions, and the current situation of K-12 schools in terms of how teachers employ ICT in their professions. The primary focus was to develop a deeper understanding of ICT perceptions, competencies, classroom use, related courses effectiveness, main barriers, and possible enablers to integrating ICT. This study may contribute to the existing literature by revealing and establishing baseline data on the current status of ICT integration into schools of teacher education and K-12 in Turkey. The results of this study can be used by policy makers, Ministry of National Education, Higher Education Council, universities, and K-12 schools to reexamine the current status of ICT and revise related policies, strategies, and courses. A mixed method approach was used by utilizing questionnaires from 51 deans, 111 faculty members, 1330 prospective teachers, and 1429 K-12 teachers
and interviews with 6 faculty members, 6 prospective teachers, and 6 K-12 teachers. It could be interpreted from the results that most of the participants expressed positive perceptions about the integration of ICT into teacher education and K-12 schools. Generally, faculty members perceived themselves as competent overall, while prospective and K-12 teachers did not. Faculty members and prospective teachers perceived ICT related courses beneficial and effective in ICT integration into education. On the other hand, K-12 teachers showed a degree of overall unsure (neutral) perception towards their ICT related courses and considered themselves well prepared for professional life. There were strong agreements between the participants as to the main barriers and possible enablers.

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Magarity, Mary T. „Information technology in in-service teacher education“. Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335994.

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Haggard, Carrol Ray. „Instructor feedback elicitation style : collecting process information on teacher effectiveness /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1987.

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Carraway, Deborah Louise. „Information technology governance maturity and technology innovation in higher education| Factors in effectiveness“. Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591474.

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Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education.

Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.

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Stephens, Joshua J. „Data Governance Importance and Effectiveness| Health System Employee Perception“. Thesis, Central Michigan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751061.

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The focus of this study was to understand how health system employees define Data Governance (DG), how they perceive its importance and effectiveness to their role and how it may impact strategic outcomes of the organization. Having a better understanding of employee perceptions will help identify areas of education, process improvement and opportunities for more structured data governance within the healthcare industry. Additionally, understanding how employees associate each of these domains to strategic outcomes, will help inform decision-makers on how best to align the Data Governance strategy with that of the organization.

This research is intended to expand the data governance community’s knowledge about how health system employee demographics influence their perceptions of Data Governance. Very little academic research has been done to-date, which is unfortunate given the value of employee engagement to an organization’s culture juxtaposed to the intent of Data Governance to change that culture into one that fully realizes the value of its data and treats it as a corporate asset. This lack of understanding leads to two distinct problems: executive resistance toward starting a Data Governance Program due to the lack of association between organizational strategic outcomes and Data Governance, and employee, or cultural, resistance to the change Data Governance brings to employee roles and processes.

The dataset for this research was provided by a large mid-west health system’s Enterprise Data Governance Program and was collected internally through an electronic survey. A mixed methods approach was taken. The first analysis intended to see how employees varied in their understanding of the definition of data governance as represented by the Data Management Association’s DAMA Wheel. The last three research questions focused on determining which factors influence a health system employee’s perception of the importance, effectiveness, and impact Data Governance has on their role and on the organization.

Perceptions on the definition of Data Governance varied slightly for Gender, Management Role, IT Role, and Role Tenure, and the thematic analysis identified a lack of understanding of Data Governance by health system employees. Perceptions of Data Governance importance and effectiveness varied by participants’ gender, and organizational role as part of analytics, IT, and Management. In general, employees perceive a deficit of data governance to their role based on their perceptions of importance and effectiveness. Lastly, employee perceptions of the impact of Data Governance on strategic outcomes varied among participants by gender for Cost of Care and by Analytics Role for Quality of Analytics. For both Quality of Care and Patient Experience, perceptions did not vary.

Perceptions related to the impact of Data Governance on strategic outcomes found that Data Quality Management was most impactful to all four strategic outcomes included in the study: quality of care, cost of care, patient experience, and quality of analytics. Leveraging the results of this study to tailor communication, education and training, and roles and responsibilities required for a successful implementation of Data Governance in healthcare should be considered by DG practitioners and executive leadership implementing or evaluating a DG Program within a healthcare organization. Additionally, understanding employee perceptions of Data Governance and their impact to strategic outcomes will provide meaningful insight to executive leadership who have difficulty connecting the cost of Data Governance to the value realization, which is moving the organization closer to achieving the Triple Aim by benefiting from their data.

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Bergner, Christiane, und Thomas Köhler. „The link between information technology, performance management and school effectiveness“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234339.

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In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

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Bücher zum Thema "Teacher effectiveness Information technology"

Group, IT in ITT Expert. Information technology in initial teacher training. London: H.M.S.O., 1989.

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Hawkridge, David G. Information technology in initial teacher training. London: Council for Educational Technology, 1987.

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McCay, John Declan. Teacher attitude towards ICT (Information Communication Technology). [S.l: The author], 1999.

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Wright, Ellen V. Federal information technology. New York: Nova Science Publishers, 2009.

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Benchmarking the information technology function. New York: Conference Board, 1993.

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Improving organizational effectiveness with enterprise information systems. Hershey: Business Science Reference, An Imprint of IGI Global, 2015.

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Science, Department of Education &. Survey of information technology in initial teacher training. London: DES, 1991.

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Schniederjans, Marc J. Information technology investment: Decision-making methodology. 2. Aufl. Hackensack, NJ: World Scientific, 2004.

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Schniederjans, Marc J. Information technology investment: Decision-making methodology. 2. Aufl. Hackensack, NJ: World Scientific, 2004.

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BA, Griffiths Catherine, Hrsg. Controlling IT investment: Strategy and management. London: Chapman & Hall, 1991.

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Buchteile zum Thema "Teacher effectiveness Information technology"

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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Osorio, Antonio J. „Research on telematics for teacher education“. In Information Technology, 341–48. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_43.

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Moffat, Alistair. „Seven Numeric Properties of Effectiveness Metrics“. In Information Retrieval Technology, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45068-6_1.

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Mcdougall, Anne, und Jennifer Betts. „Teacher professional development in a technology immersion school“. In Information Technology, 222–27. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_28.

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Marshall, Gail. „Time for change: critical issues for teacher educators“. In Information Technology, 35–39. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_3.

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Squires, David. „Software evaluation as a focus for teacher education“. In Information Technology, 260–66. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_33.

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Nanlohy, Phil. „An adventure in integrating educational computing within teacher education“. In Information Technology, 176–83. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_22.

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Cornu, Bernard. „Teachers and teacher education facing information and communication technologies“. In Information Technology, 319–26. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_40.

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Nicholson, Paul, und George Duckett. „Converging technologies in teacher education: key issues, key competencies“. In Information Technology, 327–33. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_41.

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Pennings, Johannes M. „Information Technology and Organizational Effectiveness“. In The Service Productivity and Quality Challenge, 251–80. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0073-1_10.

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Konferenzberichte zum Thema "Teacher effectiveness Information technology"

Pambudi, Bahtiar Agung, und Imam Gunawan. „The Effect of Learning Leadership, Academic Supervision, and Teacher Skills on Teacher Performance Effectiveness“. In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.202.

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Karri, Surya Kiran Reddy, und Sandhya Kode. „Effectiveness of "Learning by Doing" Methodology in Training Programs - An Evaluation of a Teacher Training Program for Information Technology Education“. In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.73.

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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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Robert, Nancy Grace, Judie Arulappan und Sathish Kumar Jayapal. „A study to assess the effectiveness of information education communication package on knowledge of teachers regarding learning disabilities at selected schools, vellore, India“. In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336043.

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J. Beirne, Thomas, H. David Brecht und Eugene Sauls. „Using the Web to Serve Students as Information Clients“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2440.

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This paper presents an information-client strategy for an academic department’s use of the web. The goals of this strategy are to maintain the department’s range of course offerings in the face of low enrollments and budget constraints, serve different student constituencies, and engage faculty who have diverse web-capabilities and interests in web-sites and web courses. The paper illustrates web-delivery technology that is currently available rather than develop advances in web course or web site methods. Our discussion is based on our experience as accounting educators at a state-supported, commuter campus. We explain the intent of our academic department’s web pages and assess their effectiveness. The paper is developed from the perspective of a Business School’s Accounting Department that primarily teaches Accounting students. It deals with issues and IT capabilities representative of a non-information-technology faculty and non-IT-focused students.

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Kushnazarov, Mansurbek, Crystal Jing Luo und Nicole Kwan Yee Lai. „The effect of an online active learning-based course on approaches to teaching“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.

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The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.

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Pordeus, Paulo, Carla Bezerra und Emanuel Coutinho. „ReqStore: Um Repositório de Requisitos de Projetos de Software como Apoio a Metodologia PBL“. In XI Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2015. http://dx.doi.org/10.5753/sbsi.2015.5866.

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With the growth of the Information Technology market (IT), a strong demand for different ways to develop software quality has arisen, and therefore a demand for qualified professionals. To enable these professionals, an effective teaching model is necessary for the development and improvement of skills and competencies oriented to the development of real projects with similar complexity to those found in the labor market. For this, the method of teaching Problem based Learning (PBL) has been applied in different market areas. The PBL use problems designed to initiate, motivate and focus in the acquisition of knowledge through practice, and encourage the development of skills, needed in a professional context. This study aims to develop a tool, called ReqStore, to help the teacher while using the PBL methodology with a project requirements repository. As a result of this work, we carried out an experiment in a class of Programming Fundamentals of discipline to validate tthe effectiveness of tool with use of PBL methodology.

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Rifma, Rifma, Hanif Alkadri, Ermita Ermita und Ranti Meizatri. „Teacher Prototype for Supervision Services Effectiveness“. In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.110.

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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez und José Salvador Vicente Antón. „Flipped classroom and ICTs as the tools to reach key competences“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.

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The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competences in two environments: students using English as foreign/second-language and students using Spanish as first language.The key competences will be developed through 5 e-learning activities. The students, outside of the classroom, will perform the tasks using ICTs and afterwards delivering the competence evidence. Once in classroom, the students should make a presentation of their work and open discussion will be performed.The teacher based on the indicators of achievement and competence evidence will be able to assess the grade of fulfillment of the key competence. Finally, the effectiveness of the teaching project will be evaluated making the comparison between the competence achievement before and after teaching programme implantation.

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Zhang, Yi-chuan, An-guo Qi, Jian-wei Wang und Yao Wang. „Teacher Teaching Effectiveness Test on Landscape CAD Course“. In 2009 International Conference on Education Technology and Computer. IEEE, 2009. http://dx.doi.org/10.1109/icetc.2009.56.

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Berichte der Organisationen zum Thema "Teacher effectiveness Information technology"

Granetto, Paul J., Patricia A. Marsh, Addie M. Beima, Michael Perkins, Kenneth H. Stavenjord, Donna A. Roberts, Shurman Vines, Cindy Gladden, Ahn Tran und Towanda L. Stewart. Information Technology Management: Report in Defense Business Management System Controls Placed in Operation and Tests of Operating Effectiveness for the Period October 1, 2004 through May 15, 2005. Fort Belvoir, VA: Defense Technical Information Center, August 2005. http://dx.doi.org/10.21236/ada437387.

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Yan, Yujie, und Jerome F. Hajjar. Automated Damage Assessment and Structural Modeling of Bridges with Visual Sensing Technology. Northeastern University, Mai 2021. http://dx.doi.org/10.17760/d20410114.

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Recent advances in visual sensing technology have gained much attention in the field of bridge inspection and management. Coupled with advanced robotic systems, state-of-the-art visual sensors can be used to obtain accurate documentation of bridges without the need for any special equipment or traffic closure. The captured visual sensor data can be post-processed to gather meaningful information for the bridge structures and hence to support bridge inspection and management. However, state-of-the-practice data postprocessing approaches require substantial manual operations, which can be time-consuming and expensive. The main objective of this study is to develop methods and algorithms to automate the post-processing of the visual sensor data towards the extraction of three main categories of information: 1) object information such as object identity, shapes, and spatial relationships - a novel heuristic-based method is proposed to automate the detection and recognition of main structural elements of steel girder bridges in both terrestrial and unmanned aerial vehicle (UAV)-based laser scanning data. Domain knowledge on the geometric and topological constraints of the structural elements is modeled and utilized as heuristics to guide the search as well as to reject erroneous detection results. 2) structural damage information, such as damage locations and quantities - to support the assessment of damage associated with small deformations, an advanced crack assessment method is proposed to enable automated detection and quantification of concrete cracks in critical structural elements based on UAV-based visual sensor data. In terms of damage associated with large deformations, based on the surface normal-based method proposed in Guldur et al. (2014), a new algorithm is developed to enhance the robustness of damage assessment for structural elements with curved surfaces. 3) three-dimensional volumetric models - the object information extracted from the laser scanning data is exploited to create a complete geometric representation for each structural element. In addition, mesh generation algorithms are developed to automatically convert the geometric representations into conformal all-hexahedron finite element meshes, which can be finally assembled to create a finite element model of the entire bridge. To validate the effectiveness of the developed methods and algorithms, several field data collections have been conducted to collect both the visual sensor data and the physical measurements from experimental specimens and in-service bridges. The data were collected using both terrestrial laser scanners combined with images, and laser scanners and cameras mounted to unmanned aerial vehicles.

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Urquidi, Manuel, Gloria Ortega, Víctor Arza und Julia Ortega. New Employment Technologies: The Benefits of Implementing Services within an Enterprise Architecture Framework: Executive Summary. Inter-American Development Bank, Juli 2021. http://dx.doi.org/10.18235/0003403.

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Public employment services (PES) offer tools through different channels to both employers and job seekers. The multiplicity of services and channels, paired with processes that are sometimes inadequately mapped, creates challenges when implementing digital systems. This document discusses how using enterprise architecture can provide a framework for defining and representing a high-level view of the organizations processes and its information technology (IT) systems, as well as their relationship with different parts of the organization and external entities. Having a strategic vision and a high-level design allows implementing systems in phases and modules to organize services to improve their efficiency and effectiveness. This document aims to support policy makers, managers and officials working with employment policies in understanding the benefits of implementing a comprehensive digital transformation in institutions within the framework of a strategic tool such as enterprise architecture.

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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), Dezember 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being

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