Relevant bibliographies by topics / Education and professional training in technology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and professional training in technology'

Author: Grafiati
Published: 7 June 2025
Last updated: 26 June 2025

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Journal articles on the topic "Education and professional training in technology"

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Bulaeva, M. N., M. I. Koldina, and Yu M. Borschevskaya. "Application of training technology in professional education." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 3(69) (September 27, 2024): 40–42. http://dx.doi.org/10.46845/2071-5331-2024-3-69-40-42.

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The article discusses training technology and its application in vocational education. The main stages of training are explained: from personal experience to active experimentation. Various types of training technologies and their subtypes are considered depending on the purpose, number of participants and delivery method. Since training technology is not the only method of organizing the educational process, the advantages of using training in the classroom are explained.
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Vaganova, Olga I., Maxim M. Kutepov, Elena A. Chelnokova, Meliya N. Harabadjah, and Natalya S. Merzlyakova. "Technology for successful training in vocational education." Revista de la Universidad del Zulia 11, no. 31 (2020): 473–84. http://dx.doi.org/10.46925//rdluz.31.30.

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One of the leading directions in the development of vocational education in the context of modern educational paradigm is humanization, focused on students’ personality, taking into account its needs and characteristics in the development of professional competence. Humanization is closely related to the implementation of a personal approach that promotes individualization of educational process, which in turn allows each student to be included in active cognitive activity. The search for means and methods of training students who meet modern requirements has led to the demand for implementation of successful learning technology in vocational education. The technology of successful learning in vocational education contributes to the creation of conditions in which the student's self-expression becomes more comfortable due to experiencing a state of joy and satisfaction from the results achieved. The purpose of the article is to review the experience of implementing technology of successful learning at a pedagogical university. The article reveals the essence of the concept of "technology of successful learning", its features and impact on the training process of students of vocational schools. The study allowed us to establish the impact of implementation of successful learning technology on student motivation. In the process of research, the level of motivation of students to study professional and pedagogical courses was established. The main motives of students are revealed. The study presented several dozen motives, among which, after conducting a statistical analysis, professional, educational, cognitive and prestige motives were highlighted. Comparison of the results at the beginning and end of the study revealed an improvement in indicators, an increase in students' motivation to study courses. The wide possibilities for the implementation of successful learning technology make it possible to form a need for a deeper study of the content, for self-organization and professional self-improvement of students.
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Smirnova*, Z. V., O. V. Golubeva, Z. V. Chaykina, M. L. Gruzdeva, and O. T. Cherney. "Professional Training in Higher Education: Technological Aspect." International Journal of Innovative Technology and Exploring Engineering 8, no. 12 (2019): 3505–9. http://dx.doi.org/10.35940/ijitee.l266.1081219.

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The development of science and technology offers new forms of communication, new types of resolution of abstract and specific tasks, turning the teacher from an authoritarian translator of ready-made ideas into an inspirer of intellectual and creative potential of students. The future of the system of training, which would fit into the scheme student – technology – teacher, in which the teacher does not turn into a teacher-methodologist, technologist, and the student becomes an active participant in the learning process.
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Kharitonov, V. I. "Innovative Technology and Training Teachers for Secondary Education." Izvestiya MGTU MAMI 3, no. 1 (2009): 252–56. http://dx.doi.org/10.17816/2074-0530-70065.

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This article discusses the possibility of combining traditional and modern information technologies in educational process. A program of the course «Modern technologies of training» for the professional development of teachers is offered. Necessity of introduction on faculty of improvement of professional skill teachers of a rate "Information networks and telecommunications" is proved.
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HRYTSENKO, L., and Y. SRIBNA. "METHODICAL ASPECTS OF GRAPHIC COMPETENCE FORMATION FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY AT STUDY OF VOCATIONAL TRAINING SUBJECTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (2022): 91–103. http://dx.doi.org/10.31494/2412-9208-2022-1-1-91-103.

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The article attempts to investigate the structure and content of the graphic competence of teachers of labor education and technology as an important component of training. Graphic competence of a teacher of labor education and technology is characterized by a conscious need and ability of specialists to use graphic tools to solve professionally oriented problems based on a system of graphic knowledge, skills and experience of graphic activity and individual qualities of teachers, set of external and internal incentives. Currently, in the preparation of bachelors in the course 014.10 Secondary education (Labor training and technology) great importance is attached to the study of professional and practical disciplines related to professional and practical training and determine the formation of graphic competence, such as: «Fundamentals of design and modeling», «Drawing and basics of compositio», «Drawing and painting». Graphics as an independent type of design has a significant pedagogical impact on the cultural and professional development of the future teacher of labor training and technology, in particular, the development of his creative abilities. The graphic activity of higher education seekers is determined by the peculiarities of the three levels of knowledge. The first - perception, the second - imagination as a sign of psychological action; third - as a practical way of technical and technological display of the picture at the conditional level in the form of a graphic composition. Graphic training of bachelors in the qualification «Teacher of labor education and technology» is carried out in the in-depth study of design, drawing and painting, the subject of which is the study of the theoretical foundations of art education. For the effective formation of graphic competence of future teachers of labor education and technology in the direction of 014.10 Secondary education (Labor education and technology), in filling the subjects of professional training of Poltava National Pedagogical University named after V.G. Korolenko methodological aspects are taken into account. Keywords: graphic knowledge, graphic skills, graphic competence, professional training, teacher of labor education and technology.
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Anishchenko, V. O. "TRAINING TECHNOLOGY POTENTIAL OF IMPROVEMENT OF PENITENTION PERSONNEL QUALIFICATION." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (2022): 7–22. http://dx.doi.org/10.32755/sjeducation.2022.01.007.

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Today everything is changing very rapidly, requires the formation of modern professional competencies from specialists in all spheres of society, including such an important area as the penitentiary one, which in its turn is responsible for maintaining the appropriate level of public security. Education throughout life plays a key role in the process of formation and improving the professional competence of penitentiary personnel. It is lifelong learning, which includes the system of in-service training, that can meet the needs of professionals in acquiring the best professional skills for the next days. Filling the penitentiary personnel training system with new content is one of the main tasks of the Penitentiary System Reform Strategy for the period up to 2026, as well as the requirement that the professional training of national penitentiary specialists meet international standards of law enforcement and criminal and executive training. This influenced the vector choice of innovation of the professional development process of penitentiary personnel on the basis of the institution of higher education of the specialized direction – the Academy of the State Penitentiary Service. The aim of the study is to reveal the effectiveness of training technology in the process of improving the skills of penitentiary personnel through the prism of critical thinking and creativity in acquiring modern professional competencies by participants in the innovative educational process in the system of “teacher – student”. The methodology is based on modern provisions of pedagogical science – andragogy and law which reflects the relationship of methodological approaches to the study of the acquisition of modern professional skills by penitentiary personnel of the State Criminal and Executive Service of Ukraine (hereinafter SCES of Ukraine). Scientific novelty. The performed researches allowed to reveal the potential and role of training technology in the formation of the latest knowledge, skills and abilities necessary for solving various complex tasks in the professional activity of the SCES personnel of Ukraine in the conditions of advanced training. Conclusions. The results of the research confirmed the author’s opinion on the importance, role and impact of training technology on the level of professional development of the SCES personnel of Ukraine. Conducting training sessions in the form of actual training allows to take into account the principles of such scientific approaches as systematic and practice-oriented, motivate the teacher-trainer to conduct training sessions at a high methodological level, encourage students to take an active part in training sessions and further improve their professional knowledge, skills and abilities throughout life. Conducting training sessions in the form of various trainings promotes the timely renewal of professional competence, professional growth and development of new competencies of the State Criminal and Executive Service personnel of Ukraine and affects the efficiency of their performance of service and professional activities. Key words: competence, professional competence, training, training technology, penitentiary personnel.
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Berdiyerovna, Rejapova Naima. "CLIL technology in multilingual education and training of competitive personnel." American Journal of Philological Sciences 5, no. 2 (2025): 101–3. https://doi.org/10.37547/ajps/volume05issue02-29.

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Currently, almost all areas of a person's professional activity require knowledge of a foreign language, and its level of knowledge should be as high as possible. This article discusses Content and Language Integrated Learning (CLIL) educational technologies as the most effective way to improve the level of knowledge of foreign languages in non-linguistic universities. This method is becoming increasingly popular due to the increasing need to improve the quality of language teaching to university students, because The article also studies the features of science and language integrated education in non-linguistic universities, information technologies that serve for the successful implementation of this method.
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Akbarova, Zukhro Akmaljonovna Khusanova Gulrukhsor Tulkin kizi. "EDUCATION CREATION TRAINING MULTIMEDIA – MEANS." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 4 (2023): 1777–84. https://doi.org/10.5281/zenodo.7872540.

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<em>The article proposes a model of an educational multimedia tool, and a technology for its creation, independent of the choice of a computer system. Implementation given technology will allow bachelors on direction training &quot;Pedagogical education&quot; form professional competencies in areas creation training multimedia funds.</em>
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Vaganova, Olga I., Irina N. Odarich, Ol'ga A. Rudakova, Julia S. Volkova, and Marina N. Bulaeva. "Level differentiation technology in vocational education." Revista Amazonia Investiga 9, no. 28 (2020): 42–49. http://dx.doi.org/10.34069/ai/2020.28.04.5.

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Differentiated learning technology has been used for a long time. However, with the introduction of innovative educational technologies, it acquires new features and therefore requires additional research. Higher schools are in the process of searching for elements based on a personality-focused approach and introduce the most effective technologies in this process. The purpose of the article is to discusses the implementation of technologies that provide a single differentiation in the process of preparing students. The characteristic of students' work in differentiated educational conditions is presented. Teaching and training students is arranged in groups. As a result, there is a way to prepare competent students, making them highly qualified professionals. The study shows that there are great opportunities in teaching students of a higher educational institution. The formation of competencies with the help of differentiated learning technology becomes more effective, since individual characteristics of each student are taken into account and their interest and motivation to study a particular course increases. Differentiated tasks allow you to monitor dynamics of the development of students' competence, the systematic implementation of a certain type of tasks that are suitable for certain groups of students.The article presents a study of the level of training of students of the University of the 3rd year of study. The study was conducted in 2018 throughout the school year. Our results are based on data obtained from two groups of students with the same number of subjects. The introduction of differentiated learning technology can improve the quality of training of higher education institutions students. With the help of these technologies, each student, building training in accordance with their personal characteristics and professional needs, achieves success in mastering the material, quickly forms professional competence. The results of the study focused on the quality of training showed that differentiated technologies improve students’ performance.
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Prysiazhnyi, Vitalii. "PROFESSIONAL TRAINING OF MUSIC EDUCATION SPECIALISTS: PROBLEMS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 2 (June 30, 2022): 29–34. http://dx.doi.org/10.36690/2733-2039-2022-2-29.

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Dissertations / Theses on the topic "Education and professional training in technology"

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Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.
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Kale, Ugur. "Online communication patterns in a teacher professional development program." [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:3277966.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).
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Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
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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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<p> 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. </p><p> 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. </p><p> 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. </p><p> 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. </p><p> 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. </p>
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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Suwannoi, Paisan, and mikewood@deakin edu au. "Telecommunication technology and the professional development of teachers : challenge and opportunity." Deakin University. School of Social and Cultural Studies in Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060713.104559.

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The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.
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Dulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.

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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.
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Nochumson, Talia Clare. "An Investigation of Elementary Schoolteachers' Use of Twitter for Their Professional Learning." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743437.

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<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21<sup>st</sup> century tool must be taken into account.</p><p>
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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Gunder, Paula A. "Situating and transforming technology integration professional development for language teachers: A comparative multiple case study." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280512.

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The purpose of this dissertation was to explore a situated technology integration professional development experience from the perspective of six university-level foreign and second language teachers as they engaged and participated in a best practices professional development model. Assuming variability in development based on contextual and individual factors, the study aimed to (1) illuminate the underlying issues by exploring how and why each teacher-learner experienced the professional development; (2) investigate the similarities and differences among the cases in order to more fully understand what was involved in advancing the development process, and (3) locate patterns among the cases that provide insight into what constitutes successful and effective technology integration professional development. This dissertation took a comparative multi-case study approach to achieving these research goals and employed a variety of interview, observation, and document data collection techniques. These included pre- and post-questionnaires that focused on the teacher-learners' technological, pedagogical, curricular, and development attitudes, beliefs, and goals; pre- and post-inventories measuring technology integration familiarity, use, and interest; six formative questionnaires by which the teacher-learners measured their own progression; group, pair, and individual interviews examining the teacher-learners experiences at different points; participatory and semi-participatory observations of the teacher-learners' participation in the various events that made up the model, including workshops, one-on-one consultations, collegial presentations, and in-class technology integration implementations; and document evidence in the form of the model's help sheets and lesson plans, as well as the syllabi and curriculum records kept by the teacher-learners themselves regarding their technology integration efforts. The resulting data were analyzed using a constant comparative method, quantitative visual display, and a grounded theory approach to coding for process. The study's findings supported the originally assumed development variability among the six technology integration professional development cases. Such variability was shown to be a product of the teacher-learners' own agency, which was revealed to exist in the individualized and contextualized ways they responded to and, thereby, shaped their experiences. The effectiveness vs. ineffectiveness of these means to advance the development processes support language teacher-learners undertaking situated cognition-based dialogic and reflective learning scenarios infused with self-directed learning and transformative learning opportunities.
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Books on the topic "Education and professional training in technology"

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1944-, Harvey James, Purnell S. W, and Educational Resources Information Center (U.S.), eds. Technology and teacher professional development. RAND, Critical Technologies Institute, 1995.

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Arlene, Borthwick, Pierson Melissa, and International Society for Technology in Education., eds. Transforming classroom practice: Professional development strategies in educational technology. International Society for Technology in Education, 2008.

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D, Bailey Gerald, and International Society for Technology in Education., eds. Online professional development: A customized approach for technology leaders. International Society for Technology in Education, 2002.

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1972-, Sauerbrey Ute, and Winkler Michael, eds. Pädagogik zwischen Welt und Religion. Verlag IKS Garamond, 2011.

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Nimatulaev, Magomedhan. Information technology in professional activities. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1031122.

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The textbook is intended for studying of discipline "Information technologies in professional activity". Discusses key issues of forming of information society, basic notions and definitions of Informatization of various types and levels of professional activity, the analysis of information systems and technologies to solve economic and management problems.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; It is recommended that students enrolled in the bachelor in the direction of training "Management", as well as postgraduate and graduate students to update knowledge and skills in the application of information systems and technologies in the context of big data Analytics and managerial decision-making.
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Artamonova, E. I. Professional teacher training under current social and cultural conditions. LINCOM GmbH, 2017.

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Charalambos, Vrasidas, Glass Gene V. 1940-, and Center for the Application of Information Technologies., eds. Online professional development for teachers. Information Age Pub., 2004.

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Starre, Jan H. E. van der. Information technology content of initial professional education and training for librarianship in the European Community. CEC, 1992.

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Dikilitas, Kenen. Innovative professional development methods and strategies for STEM education. Information Science Reference, an imprint of IGI Global, 2016.

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Resources, United States Congress Senate Committee on Labor and Human. The Workers Technology Skills Development Act: Report together with additional views (to accompany S. 1020). U.S. G.P.O., 1994.

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Book chapters on the topic "Education and professional training in technology"

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Morel, Gwendolyn M., and J. Michael Spector. "Professional Preparation and Training." In Foundations of Educational Technology, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-21.

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Davis, Niki, Andrew Brown, and Rick Ferdig. "Developing International Leadership in Educational Technology." In E-Training Practices for Professional Organizations. Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_30.

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Marchenko, Galina V., Svetlana M. Murzina, Natalia V. Sahavchuk, and Kseniya M. Vodopianova. "The Professional Teachers’ Training as an Important Factor of Quality Education." In Advances in Science, Technology & Innovation. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04289-8_10.

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Tang, Mingfeng, Jue Wang, Yajie Yang, and Angathevar Baskaran. "The Path of China–Africa Higher Education Cooperation in Training Talents for Africa." In China-Africa Science, Technology and Innovation Collaboration. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4576-0_3.

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AbstractAmong diverse cooperation between China and Africa, China–Africa higher education cooperation is the most direct way to train talents for Africa. The cultivation of talents plays an important role in eliminating poverty, promoting the development of local society and achieving access to quality higher education. The China–Africa higher education cooperation can be traced back to the 1950s. After the decades of cooperation, China–Africa higher education cooperation has evolved from China's free large-scale provision of educational materials such as books and materials, teaching instruments and school facilities to Africa, exchange of students, scholars and delegations to enlarging the mobility of students, laboratory establishment support, collaborative research projects, professional curriculum design, teaching and inter-university cooperation between Chinese and African universities, deepening and optimizing the existing cooperation and exchange as well as developing new ways for further knowledge and technology transfer between China and Africa (e.g. Confucius Institute, Lupin Workshops and cooperative schooling). China has worked with Africa to organize vocational education workshops, establish Luban workshops and branches of Chinese vocational education institutions, launch the “20 + 20 Cooperation Programme between Chinese and African Universities”, offer thousands of scholarships to African students, dispatch of Chinese higher education teachers to train technical and professional talents in new energy, mechatronics, railway operations, Chinese medicine and machinery manufacturing and other domains, transferring vocational skills, knowledge and technology to young Africans. China–Africa higher education cooperation is based on mutual trust and long-term goal to build a China–Africa community with a shared future.
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Abdullaeva, Maksudakhon. "Laboratory Work in Education of Food Technology Professionals." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_5.

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Defrancq, Bart. "Chapter 12. Technology in interpreter education and training." In IVITRA Research in Linguistics and Literature. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ivitra.37.12def.

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Technology is coming to interpreting but are we preparing students and professionals well enough to the technological turn? This chapter argues in favour of a structured academic approach to the integration of interpreting technology in education and training. The approach is based on a definition of technological competence based on knowledge, skills, and personal, social and methodological abilities. It demonstrates how training programmes can empower trainees, promote digital equality and an ethical stance in the face of technological advances.
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Böhlen, Conrad Fifelski-von, Anna Brinkmann, Sebastian Fudickar, Sandra Hellmers, and Andreas Hein. "Technology-Based Education and Training System for Nursing Professionals." In Biomedical Engineering Systems and Technologies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20664-1_7.

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"Professional Development: Training and Education." In Managing Technology-Based Projects. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118849958.ch19.

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Mrityunjoy Mazumder. "SIGNIFICANCE OF TECHNOLOGY IN EDUCATION AND EDUCATOR TRAINING." In TEACHER EDUCATION: LEADERSHIP AND PROFESSIONAL DEVELOPMENT. RED UNICORN PUBLISHING, 2020. http://dx.doi.org/10.25215/9358094214.29.

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Dickerson, Jeremy, Joseph Winslow, and Cheng Yuan Lee. "Teacher Training and Technology." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch111.

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How is technology being used to train teachers to keep up with the rapid pace of change in schools and society today? This chapter discusses the utilization of technology for in-service (practicing) teacher training, a process known as professional development within the field of education. The chapter analyzes both formal and informal methods of technology integrated teacher training, presents examples of each, and discusses positive and negative implications. The chapter concludes with an examination of future trends in technology and their potential for significant impact on teacher professional development.
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Conference papers on the topic "Education and professional training in technology"

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Shmidt, Ekaterina, Elena Chelpanova, Marina Bolina, Ludmila Naumenko, and Ksenia Bolshakova. "DIVERSIFICATION OF FOREIGN LANGUAGE TEACHERS’ PRE-SERVICE PROFESSIONAL TRAINING BASED ON ENCULTURATIVE APPROACH." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0507.

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Hrad, Jaromír, and Tomáš Zeman. "Preparing Students of Technical Universities for the Transition to a Professional Environment." In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2024. https://doi.org/10.1109/ithet61869.2024.10837658.

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Ma, Shuangbao, and Huanqi Tao. "Automation Professional Education and Quality Education." In 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.30.

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Xiong, Wenxin. "Information technology training in translator professional education." In 2010 International Conference on Educational and Network Technology (ICENT 2010). IEEE, 2010. http://dx.doi.org/10.1109/icent.2010.5532095.

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Tan, Xilong, and Huiling Wang. "Information technology in teacher's professional skill training application." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028656.

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Vega, Yuridia, Javier Manuel Rosel, Norma Alicia Barboza-Tello, Juan Miguel Colores Vargas, and Paul Medina-Castro. "PROFESSIONAL TRAINING PROCESS OF ENGINEERING STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2151.

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Christozov, Dimitar, Stoyan Denchev, Stefka Toleva-Stoimenova, and Katia Rasheva-Yordanova. "Training Information Brokers: A Curriculum Model." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3192.

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The paper shares experience accumulated in launching and implementing a curriculum model for bachelor level training of professionals - Information Brokers - to serve as mediators and consultants to different kind of clients. This requires that professional possess knowledge and skills in several areas as information technology, mathematics and statistics, business and economics, and consulting skills as well. The way, how to build the corpus of knowledge and skills needed for the profession of Information Brokers, how it is structured and ordered is presented, commented and assessed.
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Morón, Carlos, Daniel Ferrández, Jorge Pablo Díaz, and Mari Paz Ramos. "LEARNING AND KNOWLEDGE TECHNOLOGIES IN PROFESSIONAL TRAINING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1163.

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Misra, S. C., O. P. Sha, and P. Misra. "Higher Education in Maritime Technology." In Education, Training & Continuing Professional Development of Marine Engineers in the Maritime Industry. RINA, 2006. http://dx.doi.org/10.3940/rina.et.2006.06.

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Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.

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The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.
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Reports on the topic "Education and professional training in technology"

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3758.

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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4440.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so training in TEL is deemed fundamental at this stage. Students’ use of technology for learning is evident in their positive perceptions of and attitudes towards using technology, and their increasing engagement with technological tools such as social media, massive open online courses and open educational resources to improve their learning experiences. This indicates students will be receptive to the implementation of a TEL policy. The survey also established the strong need for continuous and personalised professional development among faculty and staff in the field of TEL. MIE management therefore should include TEL professional development in its Staff Development Programme. The MIE should also collaborate and partner with other reputable institutions that have expertise in TEL.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, et al. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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