Journal articles: 'Education computing and supervised teaching practice'

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Cardoso, Patricia Capitani, and Vera Lucia Felicetti. "Práticas Docentes sob o Olhar de Egressos." Multidisciplinary Journal of Educational Research 6, no. 2 (June 14, 2016): 104. http://dx.doi.org/10.17583/remie.2016.1665.

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Teacher’s practice, permeated by his/her being and doing in the classroom was and remains the subject of study in academia. This article presents the result of a Master Degree’s investigation on Education aimed to identify what are the practices of teachers in a Technical Course in Computing from a town located in the metropolitan area of Porto Alegre under of the view former students. The investigation was a mixed research methodology approach with an exploratory/descriptive goal and a technical ex-post-facto procedure. The research tool was a questionnaire administered to graduates a Technical Course in Computing. Quantitative data was analyzed by descriptive statistics while for the qualitative data we used analysis of content. Among the emerged results, it was observed that graduates with supervised training seem to have a more critical view than the non-supervised training graduates about the activities developed by their teachers. We identified different practices developed by teachers, among them in class assessment without student’s feedback, highlighting the need for improving the assessment practice by the teachers. We observed the need of a teaching more related with the labor market, as well as classes that combine theory with practice.

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Saadatdoost, Robab, Alex Tze Hiang Sim, Hosein Jafarkarimi, Jee Mei Hee, and Leila Saadatdoost. "Cloud Computing for Teaching Practice." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (October 2014): 50–68. http://dx.doi.org/10.4018/ijwltt.2014100104.

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Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.

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Sirotová, Mariana, and Eva Frýdková. "Supervised Practice Teaching in Higher Education of Future Teachers." International Journal on Language, Literature and Culture in Education 3, no. 2 (November 1, 2016): 150–60. http://dx.doi.org/10.1515/llce-2016-0016.

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AbstractSupervised practice teaching is an inseparable part of the higher education of future teachers and is perceived as the bridge between theoretical and practical preparation. It is also a tool for the development of professional competences of future teachers, therefore it is inevitable to pay attention to it in terms of theory, research and practice. This article introduces the position of self-reflection in the process of evaluating the implementation of supervised practice teaching done by students themselves. Through the analysis of self-reflecting evaluation of the implemented practice done by students, it presents various possibilities how to improve the supervised practice teaching in higher education of future teachers itself.

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Sivan, Atara, and Dennis W. K. Chan. "Supervised Teaching Practice as a Partnership Process: Novice and experienced student-teachers' perceptions." Mentoring & Tutoring: Partnership in Learning 11, no. 2 (August 2003): 183–93. http://dx.doi.org/10.1080/13611260306853.

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Xia, Yao Wen. "Network Teaching System Trial Based on Cloud Computing." Advanced Materials Research 756-759 (September 2013): 1903–7. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.1903.

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Cloud computing is a new network application mode, with the arrival of the era of cloud computing, cloud computing technology has been applied to education in the field of network teaching practice. Based on the concept of cloud computing service level, on the basis of research, the cloud computing application to the university network teaching platform, then puts forward the implementation of the application scheme of cloud computing in the network remote teaching in a trial and application analysis of cloud computing and education field of education informatization with the positive influence.

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Assai, Natany Dayani de Souza, Sergio De Mello Arruda, and Fabiele Cristiane Dias Broietti. "The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class." Acta Scientiae 23, no. 1 (February 11, 2021): 136–69. http://dx.doi.org/10.17648/acta.scientiae.6066.

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Background: Giving up prescriptive views on the teacher’s action in the classroom is necessary for a better understanding of the teaching work. We are also faced with the absence of works that address teaching action under an investigative bias in initial teacher education. Objectives: identify and categorise the actions intended and performed by preservice teachers in a chemistry class, looking for implications for teacher education. Design: the study fits into a qualitative-interpretative research perspective. Setting and Participants: The data analysed comes from the monitoring of chemistry teaching degree students in the Supervised Teaching Practice discipline and their teaching in a 9th-grade class in a public school. Data collection and analysis: data collection took place through different instruments: lesson plans and audio and video recordings of the classes, that enabled interpretations based on the assumptions of the textual discursive analysis. Results: for the actions intended, a small set of five actions was identified (question, write, explain, organise, identify). The actions carried out, on the other hand, include a larger set of 13 actions and, mainly, microactions, made possible by the actions intended. There is a convergence between the actions initially planned and development in the departments, and the emergence of specific actions in the context of the Supervised Practice. Conclusions: Such results indicate the importance of categorising the actions of the undergraduate students in a chemistry class, resulting in a set of actions not yet identified in other studies, and discussing the importance of the Teaching Practice in the constitution of elements of the teaching work.

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Podder, Suplab Kanti, and Debabrata Samanta. "Green Computing Practice in ICT-Based Methods." International Journal of Web-Based Learning and Teaching Technologies 17, no. 4 (September 2022): 1–18. http://dx.doi.org/10.4018/ijwltt.285568.

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Green computing is the system of implementing virtual computing technology that ensure minimum energy consumption and reduces environmental waste while using computer. ICT Based Teaching and Learning (ICT-BTL) tools can be implemented for effective and quality education especially during the pandemic like Covid 19. The researchers collect the data from original sources with their personal experiences and eagerness to understand the concept in depth and the applicability for prospective mankind. The results include positive impacts of developing and implementing the green computing for ICT-BTL tools in smart class rooms. ICT experts and entrepreneurs believe in initiating the virtual classroom operations for the betterment of future and protecting from the faster growing technology era in education and research industry. The present study can be initiated for developing modern classrooms and ICT based education system with 3D presentation, demonstration of practical examples in the realistic manner.

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Hinton, Brian. "Constructivism Applied: An Example from the Teaching of Computing." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (December 1, 2005): 21–26. http://dx.doi.org/10.18538/lthe.v2.n2.03.

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The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

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Rogus, Stephanie, Shadai Martin, and Sylvia Gabriela Phillips. "Teaching in an Undergraduate Dietetics Program and Internship During COVID-19." Journal of Family & Consumer Sciences 113, no. 2 (April 1, 2021): 25–29. http://dx.doi.org/10.14307/jfcs113.2.25.

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During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.

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Taggart, Andrew C. "The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 73–86. http://dx.doi.org/10.1123/jtpe.8.1.73.

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Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

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Thomas, P. Y. "Cloud computing." Electronic Library 29, no. 2 (April 12, 2011): 214–24. http://dx.doi.org/10.1108/02640471111125177.

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PurposeThis paper aims to explore the educational potential of “cloud computing” (CC), and how it could be exploited in enhancing engagement among educational researchers and educators to better understand and improve their practice, in increasing the quality of their students' learning outcomes, and, thus, in advancing the scholarship of teaching and learning (SoTL) in a higher education context.Design/methodology/approachAdoption of the ideals of SoTL is considered an important approach for salvaging the higher education landscape around the world that is currently in a state of flux and evolution as a result of rapid advances in information and communications technology, and the subsequent changing needs of the digital natives. The study is based on ideas conceptualised from reading several editorials and articles on server virtualisation technology and cloud computing in several journals, with the eSchool News as the most important one. The paper identifies two cloud computing tools, their salient features and describes how cloud computing can be used to achieve the ideals of SoTL.FindingsThe study reports that the cloud as a ubiquitous computing tool and a powerful platform can enable educators to practise the ideals of SoTL. Two of the most useful free “cloud computing” applications are the Google Apps for Education which is a free online suite of tools that includes Gmail for e‐mail and Google Docs for documents, spreadsheets, and presentations, and Microsoft's cloud service (Live@edu) including the SkyDrive. Using the cloud approach, everybody can work on the same document at the same time to make corrections as well as improve it dynamically in a collaborative manner.Practical implicationsCloud computing has a significant place in higher education in that the appropriate use of cloud computing tools can enhance engagement among students, educators, and researchers in a cost effective manner. There are security concerns but they do not overshadow the benefits.Originality/valueThe paper provides insights into the possibility of using cloud computing delivery for originating a new instructional paradigm that makes a shift possible from the traditional practice of teaching as a private affair to a peer‐reviewed transparent process, and makes it known how student learning can be improved generally, not only in one's own classroom but also beyond it.

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Erturk, E., and B. Maharjan. "Developing Activities for Teaching Cloud Computing and Virtualization." Engineering, Technology & Applied Science Research 4, no. 5 (October 11, 2014): 702–5. http://dx.doi.org/10.48084/etasr.490.

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Cloud computing and virtualization are new but indispensable components of computer engineering and information systems curricula for universities and higher education institutions. Learning about these topics is important for students preparing to work in the IT industry. In many companies, information technology operates under tight financial constraints. Virtualization, (for example storage, desktop, and server virtualization), reduces overall IT costs through the consolidation of systems. It also results in reduced loads and energy savings in terms of the power and cooling infrastructure. Therefore it is important to investigate the practical aspects of this topic both for industry practice and for teaching purposes. This paper demonstrates some activities undertaken recently by students at the Eastern Institute of Technology New Zealand and concludes with general recommendations for IT educators, software developers, and other IT professionals.

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Luhanga, Florence Loyce. "The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives." Journal of Nursing Education and Practice 8, no. 6 (January 22, 2018): 124. http://dx.doi.org/10.5430/jnep.v8n6p124.

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Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be “best practice” with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis.Results: Although both faculty and CIs described some positive experiences facilitating nursing students’ learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors’ familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors’ control over students’ learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation.Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

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Sivan, Atara, and Dennis W. K. Chan. "The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: implications for partnership." Teacher Development 13, no. 3 (August 2009): 251–66. http://dx.doi.org/10.1080/13664530903335590.

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Sirotová, Mariana, Veronika Michvocíková, and Krzysztof Rubacha. "Quasi-experiment in the educational reality." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 189–201. http://dx.doi.org/10.15503/jecs2021.1.189.201.

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Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion. Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa. Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.

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Reid, Ethna R. "Practicing Effective Instruction: The Exemplary Center for Reading Instruction Approach." Exceptional Children 52, no. 6 (April 1986): 510–19. http://dx.doi.org/10.1177/001440298605200604.

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The Exemplary Center for Reading Instruction (ECRI) teaches teachers how to use instructional strategies and a management system that have been proven to prevent reading failure and enhance the learning of ail language skills. Through a series of early research studies, ECRI found that student learning increased when (a) pupils are provided with greater amounts of quality instructional time; (b) teachers positively reinforce their students for increasing oral reading speed and accuracy; (c) students are taught to display overt, rapid, and accurate responses to specific teacher directives; (d) teachers provide a supervised practice time for students and require high levels of student mastery; (e) teachers increase their, rates of particular teaching behaviors; (f) instruction is introduced in a three-step process: demonstration, prompt, and practice; and (g) the teaching of language skills is correlated.

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Silva, Cynara da Costa, and Abraão Cabral Mendes. "Inclusão da criança autista na rede regular de ensino: desafios e possibilidades." Revista Informação em Cultura - RIC 2, no. 2 (December 17, 2020): 25–43. http://dx.doi.org/10.21708/issn2674-6549.v2i2a8722.2020.

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This article aims to investigate how teaching practice occurs based on an observation made during the period of Supervised Internship I. Additionally, it aims to analyze questions on the theme “Special and inclusive education”, realizing how autistic children are included in the regular education network. The action of the teacher involved in the process of special and inclusive education of the autistic child was observed and the work proposals to be carried out in order to favor the child development process were analyzed. It is important to understand the reality of the child with specific needs and how the pedagogical and dynamic teaching practice of the teacher is important for this inclusion and integration in regular schools. Methodologically, it was used the tool "questionnaire", with the teaching professional, to understand the challenges and possibilities of this inclusion, we conclude that, when there is commitment and interaction, and the development of both (teacher and student) happens more and more with ease and strength.

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Leme, Pedro Augusto Thiene, Antônio Carlos Pereira, Marcelo de Castro Meneghim, and Fábio Luiz Mialhe. "Undergraduate dental sudents' perspectives about experiences in primary care for their education in the field of health." Ciência & Saúde Coletiva 20, no. 4 (April 2015): 1255–65. http://dx.doi.org/10.1590/1413-81232015204.00812014.

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Supervised training periods in primary care have been used as spaces for teaching and extension in the area of health, making it feasible to include undergraduates in concrete teaching-learning scenarios. The aim of this study was to analyze the perceptions of dental students about the importance of supervised training periods in Family Health Units to their professional education. The sample consisted of 185 students who answered the question: What is your opinion about the importance of this training period in SUS to your professional education? Comment on this experience and its positive and negative aspects The responses were analyzed by the quali-quantitative Collective Subject Discourse (CSD) technique. The students appreciated learning through practice in the service; contact with professionals from other areas; opportunity for technical-operative improvement and demonstrated sensitivity in the face of social reality, although they appeared to be concerned about being absent from the faculty, arguing that they were being prejudiced as regards their intramural clinical productivity, exhaustively demanded of them. It was concluded that students placed value on the extramural experience, however, it was perceived that there was still a predominant influence of focus on intramural clinical training.

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Jones, Jr., Plummer Alston. "From the Editor: A Community of Practice." North Carolina Libraries 60, no. 4 (January 21, 2009): 84. http://dx.doi.org/10.3776/ncl.v60i4.212.

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Why should I join the North Carolina Library Association?What’s in it for me? These are frequently asked and perennially valid questions. As Past President of NCLA, I have spent countless hours thinking about them. In late October 2002, I was fortunate to be able to attend and participate in a panel discussion on “Portraying Yourself Online: A Discussion of Teaching Styles in Online Courses,” withmy East Carolina University colleagues from the School of Education, Diane Kester, Susan Colaric, and Sue Steinweg. Our panel was one of many learning experiences featured at the E-Learn 2002 World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education held in Montreal, October 15–19, 2000, by the Association for the Advancement of Computing in Education.

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Wiyanto, Theodorus, Muchlas Samani, and S. Sugiyono. "The developing teaching practice model as an effort to improve the quality of mechanical engineering vocational school teachers." Jurnal Pendidikan Vokasi 7, no. 3 (January 19, 2018): 349. http://dx.doi.org/10.21831/jpv.v7i3.17923.

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This research aims to develop teaching practice program model for mechanical engineering education teacher trainees of State University of Surabaya. This research applied research and development (R & D) design by Borg & Gall in ten steps which are classified into two stages: research and data collection and product development. The research and data collection were conducted by applying qualitative approach through observation, interview, documentation on seven State ‘LPTK’, education office, teacher profession association, teaching practice student, teaching practice supervising lecturer, headmaster, and teacher tutor. The data analysis in this stage was conducted based on the technique developed by Miles and Huberman. Data validity was tested with data triangulation using double sources as comparison. The product development stage included model pre-design making, introductory test, model revision, model test, model revision, field test, and final model revision. First stage model test was conducted in mechanical engineering department with three vocational schools. The second stage model test was conducted in mechanical engineering department with six vocational schools. The last is dissemination stage in the form of spreading the model yielded from the product development to professionals, authorities, and policy makers. The result at this research is a teaching practice model called “KPrIP2” which consists of four main product components. “K” means partnership between Mechanical Engineering Department of State University of Surabaya and the education office of province/ regency/city in continuous planning, action, and evaluation. “Pr” means pre-teaching practice in which the students do introductory activities in vocational schools to observe and coordinate with the school’s department to determine who will be the teacher tutor and what material/subject to be used in the teaching practice II. “I” means that all pre-teaching practice activities, starting from classroom peer-teaching, laboratory peer-teaching, microteaching, and real teaching in vocational school, are conducted individually and independently. “P2” means that teaching service activities must be supervised by competent/professional advisors, i.e. who have the same pedagogical and major background with the students who do the teaching practice and play role as the supervising lecturer of teaching practice I which is continued to be the advisor in teaching practice II. Teaching practice model “KPrIP2” is claimed to be effective to reach the teaching practice objectives but inefficient in budgeting.

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Von Wangenheim, Aldo, Christiane Gresse von Wangenheim, Fernando S. Pacheco, Jean C. R. Hauck, and Miriam Nathalie F. Ferreira. "Motivating Teachers to Teach Computing in Middle School â€“ A Case Study of a Physical Computing Taster Workshop for K-12 Teachers." International Journal of Computer Science Education in Schools 1, no. 4 (October 31, 2017): 35–49. http://dx.doi.org/10.21585/ijcses.v1i4.17.

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Computing education in schools faces several problems, such as a lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating the teaching of computing within other subjects, creating the need to motivate teachers from other disciplines to teach computing in middle school. Therefore, the motivation and training of in-service teachers becomes crucial, as they need to have computing content and technological knowledge as well as pedagogical content knowledge. Yet, so far there exist very few training programs. Thus, as part of a comprehensive outreach program, we present a study on a one-day taster workshop for middle school teachers on physical computing education. Participants learn computer programming practice and computational thinking by programming an interactive robot. The workshop also approaches pedagogical aspects for teaching computing and technical issues regarding the installation and preparation of the required hardware/software. Preliminary results of its application with public school teachers in Florianopolis/Brazil are positive, motivating the majority of participants to introduce computing into their classes. However, our results also highlight that in order to enable teacher to apply the workshops effectively, longer training courses and ongoing support is required.

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Johnson, Anthony Njoroge, Gathara Peter, and Kirimi Francis. "Implications of Academic Staff Participation in Teaching Practice on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya." Journal of Education and Training 6, no. 1 (January 30, 2019): 68. http://dx.doi.org/10.5296/jet.v6i1.14107.

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One of the major determinants of quality education in the Bachelor of Education program is the Teaching Practice component. Globally teaching practice is a mandatory undertaking, at both universities and tertiary teacher training colleges. Various universities adopt different modes of teaching practice especially with regards to its supervision. The exercise of teaching practice supervision is often faced by a number of challenges, for example, inadequate staffing which means that teacher trainees may not be adequately supervised. As such, this study aimed at establishing the implications of academic staff participation in teaching practice on the quality of B.Ed program. Hence, this study sought to answer the research question: how does academic staff participation in teaching practice influence the quality of Bachelor of Education program in public universities in Kenya? The study employed a descriptive survey research design. The scope of the study was the University of Nairobi and Kenyatta University. The target population of the study comprised 12,342 respondents, where 30 percent of them (433) were sampled. Moi University was used for piloting, after which instruments were modified to ensure highest validity and reliability. The research instruments used in the study comprised questionnaires, interview guide and document analysis schedule. Data collected was analyzed using SPSS. The study findings were presented by the use of frequency tables. The study established that, other than the normal teaching load, academic staff were also tasked with the duty of supervising students while in teaching practice. The study established that on average each lecturer was to supervise at least 20-25 supervision over a two weeks period. In fact, some supervisors devised their own mechanisms of handling a large number of students in teaching practice, for instance, some of them would assemble students in a common hall, mostly away from their stations of practice. Such mechanisms can only be inappropriate as far as quality of assessment is concerned. The challenges surrounding participation of Bachelor of Education academic staff in teaching practice, such as a large number of students, remoteness of some stations as well as inadequate facilitation of academic staff makes it difficult for them to ensure quality experience is gained by students in teaching practice, and as such, this study concludes that teaching practice has not modeled B.Ed. students as expected by CUE. The study recommends Commission for University Education to come up with standard guidelines, which defines the kind of teaching practice Bachelor of Education students should be subjected into, the qualification of academic staff expected to conduct the preparation and assessment as well as the nature of the schools where students can undertake the teaching practice. In so doing, they will compel all the universities offering the degree to ensure quality standards are adhered to at all times. The study further recommends the university management to incorporate the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.

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Eaton, Eric. "Teaching Integrated AI through Interdisciplinary Project-Driven Courses." AI Magazine 38, no. 2 (July 1, 2017): 13–21. http://dx.doi.org/10.1609/aimag.v38i2.2730.

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Different subfields of AI (such as vision, learning, reasoning, planning, and others) are often studied in isolation, both in individual courses and in the research literature. This promulgates the idea that these different AI capabilities can easily be integrated later, whereas, in practice, developing integrated AI systems remains an open challenge for both research and industry. Interdisciplinary project-driven courses can fill this gap in AI education, providing challenging problems that require the integration of multiple AI methods. This article explores teaching integrated AI through two project-driven courses: a capstone-style graduate course in advanced robotics, and an undergraduate course on computational sustainability and assistive computing. In addition to studying the integration of AI techniques, these courses provide students with practical applications experience and exposure to social issues of AI and computing. My hope is that other instructors find these courses as useful examples for constructing their own project-driven courses to teach integrated AI.

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Lynch, Joan K., Peter Fischer, and Sarah F. Green. "Teaching in a Computer-intensive Algebra Curriculum." Mathematics Teacher 82, no. 9 (December 1989): 688–94. http://dx.doi.org/10.5951/mt.82.9.0688.

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The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.

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Plastinina, N. A., and E. S. Grigorieva. "Basic Educational Content Development for Distanse Learning: Theory and Practice." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 48–55. http://dx.doi.org/10.36906/2311-4444/21-1/07.

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With the increase in implanting the information and computing technologies into learning during 1990-2020s, it has become obvious that e-learning is going to become both a global tendency and a crucial change in the quality, form and methodology of education. The pandemic of COVID 19 with its massive global shift to distance learning brought to focus the need to revise the strategies and policies in education in general and the critical importance for appropriate digital training for university teachers in particular to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. The study shows that the teacher’s skills to create high-quality basic content for distance learning are crucial for successful teaching online. The plethora of conditions, criteria and factors affecting the quality of educational content for effective online teaching is examined. The article details the stages and principles of designing the basic content of an e-learning course. Using text editors and information visualization tools as examples the authors propose practical recommendations for content development. The study brings to focus some key concepts of e-learning methodology. The authors imply that to create quality content, a teacher needs knowledge and skills in pedagogical design, computing, time management and online communication. The proposed principles for the basic educational content development and criteria suggested have and educators involved in e-courses development, as well as to a wide range of users.

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Swan, Karen, Annette Kratcoski, Pat Mazzer, and Jason Schenker. "Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom." Journal of Educational Computing Research 32, no. 4 (June 2005): 353–65. http://dx.doi.org/10.2190/2gmu-ag3t-q3cc-ge5d.

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This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.

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Resende, Rui, Luísa Aires, Rui Araújo, Patrícia Gomes, Fátima Sarmento, and Mariana Cunha. "Confinamento Covid-19: Um olhar dos estudantes- estagiários de Educação Física [Covid-19 Confinement: A glimpse of Physical Education pre-service teachers]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 52–60. http://dx.doi.org/10.47863/vryu8806.

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The suspension of all in-person teaching activities due to the Covid-19 pandemic resulted in a reconfiguration of face-to-face teaching for distance learning. A qualitative, exploratory and descriptive study was carried out with the purpose of examining the perceptions of students interns about the formative and pedagogical processes experienced in the context of Covid-19 confinement. Data were obtained through the analysis of the Final Reports of Supervised Teaching Practice developed by twenty-seven trainee students of the second cycle of studies in Physical Education Teaching in Basic and Secondary Education of the University Institute of Maia (ISMAI), in the academic year 2019/2020. The qualitative analysis of the data used thematic analysis strategies and codification procedures of the grounded theory. The following themes emerged: (i) Context with profound changes in the organization and management of schools, both in teaching and learning; (ii) Planning and Implementation using innovative teaching and evaluation methodologies, supported by new technologies; (iii) Evaluation with different strategies and focus on the students motivation for the discipline and (iv) Reflection, which evidences a feeling of challenges successfully overcome and (dis)virtualization of the figure of the teacher in the educational process.

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Baumgartner, Ilse. "A Set of Best Practices to Design Face-to-face Teaching Sessions for Technology-centered University-level Computing Courses." International Journal of Engineering Pedagogy (iJEP) 4, no. 4 (October 5, 2014): 59. http://dx.doi.org/10.3991/ijep.v4i4.4000.

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Since more than a decade, all kinds of businesses and organisations are intensively exploring enterprise-level information systems to better integrate their business processes, information flows and people. Consequently, the industry demands for technically skilled, but also “business-savvy” IT professionals are permanently growing. To meet this need, more and more computing education programs try to incorporate enterprise-level information systems into their curricula. While there is some computing education research done to investigate the need for this new type of IT-business professional and to analyse general implications for higher education, only very few research works or practice papers exist which report on concrete attempts to design and deliver higher education computing courses which intensively use enterprise-level systems. In this paper, the author reports on a series of experiences made within the Bachelor of Science (Information Systems Management) degree program offered by the School of Information Systems (SIS) at the Singapore Management University (SMU). The primary focus of this paper is put on establishing a working set of best practices for the design of an effective structure of the face-to-face teaching sessions for courses which use enterprise-level systems and applications in their curricula. While this paper is principally based on education experiences made within the frame of an Information Systems program, the best practices presented in this paper are equally applicable to any other computing education field or even to the engineering education in general.

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Wu, Wei, and Anastasiia Plakhtii. "E-Learning Based on Cloud Computing." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i10.18579.

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Modern technological paradigms of learning give educators an ability to support the development of highly professional human resources. For this reason, teachers of higher educational institutions find advanced technologies more and more useful. Rapid introduction of cloud computing into pedagogical practice creates a professional need to study the technological capabilities of cloud-based learning services to select the best educational solutions among available variants. In view of this, the current article provides a theoretical overview of e-learning cloud architecture layers and models of its deployment in the education system. In order to test the adaptability of learning management systems (LMSs) to a collaborative distance learning model, research among educators of I.M. Sechenov First Moscow State Medical University (Russia), Prydniprovska State Academy of Civil Engineering and Architecture (Ukraine) and Wuxi Institute of Technology (China) was carried out using the Blackboard Learn LMS as a case study. This study involved 100 individuals who tested the Blackboard Learn teaching capabilities. The conducted investigation allowed outlining the main advantages of the use of computer-based e-learning applications in the process of organizing and supporting the educational process. Among them are convenient means of processing educational content, effective educational process organization, effective tools for knowledge monitoring, and effective security and confidentiality system. The present work also shed light on the benefits of introducing cloud-based e-learning in higher educational institutions, as producers of an integrated educational product. The study confirmed that the introduction of cloud computing in education results in the advancement of the training content and can considerably improve students’ academic results due to updated learning technologies, concepts, and tools.

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Stone, Jeffrey, and Laura Cruz. "The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 180–99. http://dx.doi.org/10.20343/teachlearninqu.9.1.13.

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Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.

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Gomes de Oliveira, Mayara, and Leônidas de Santana Marques. "A profissão docente e a práxis do Ensino de Geografia: reflexões a partir do estágio supervisionado em uma escola pública de Delmiro Gouveia/AL." Diversitas Journal 4, no. 2 (June 4, 2019): 480–95. http://dx.doi.org/10.17648/diversitas-journal-v4i2.800.

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RESUMO O estágio supervisionado é para os estudantes um importante contato com a realidade profissional. No cenário posto neste artigo, uma estudante de licenciatura em Geografia desenvolveu um minicurso para alunos do ensino médio de uma escola pública sobre a temática de Cartografia. A experiência adquirida através desta atividade foi organizada em reflexões acerca da profissão docente, discussões sobre a práxis do ensino de Geografia e socialização dos relatos dos estudantes que participaram deste processo resultante em significativa aprendizagem. Desse modo, compreende-se que o conteúdo tornou-se mais compreensível diante das diferentes estratégias metodológicas adotadas pela estagiária resultando assim em uma prática exitosa de ensino de Geografia. Palavras-chave: Educação, Ensino de Geografia, Estágio Supervisionado. ABSTRACT In general, supervised internship is an important contact between the professional context and undergraduate students. In this article, an undergraduate student in Geography developed a workshop for students in a high school about Cartography. The experience obtained through this activity was organized in three parts: reflections about teaching profession; discussions in relation to the praxis of Geography teaching; and socialization of student reports that were produced during the workshop, resulting in significant learning. In this way, we understood that the content became more comprehensible than before, considering different methodological strategies that was adopted by the undergraduate student, resulting in a successful practice of Geography teaching. Keywords: Education, Geography Teaching, Supervised Internship.

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Santos, Carlos Afonso Ferreira dos. "Estágio curricular supervisionado em educação física: experiência e implicações para a formação de professores." Caderno de Educação Física e Esporte 17, no. 2 (September 26, 2019): 193–201. http://dx.doi.org/10.36453/2318-5104.2019.v17.n2.p193.

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Objetivo: Apresentar e refletir as experiências formativas do componente curricular “Estágio Supervisionado I” (campo escolar) do 5º semestre do curso de Licenciatura em Educação Física da Universidade Federal do Pará (UFPA), Campus Belém - PA. Métodos: Metodologicamente, descreve e analisa as vivências oportunizadas pelo estágio do curso em questão. Resultados: Os resultados revelam elementos relevantes ao trabalho pedagógico em Edu-cação Física, oriundos da reflexão e avaliação das praticas realizadas pelos discentes. Todavia, notou-se a interrupção de demais reflexões por parte deles, dada a impossibilidade de um contato mais fecundo, efetivo e integral com outras experiências forma-tivas no estágio, necessárias à sua constituição profissional docente. Conclusão: Conclui-se destacando a ne-cessidade de se entender o estágio supervisionado enquanto momento de ação-reflexão sobre as práticas de ensino a partir de sua plena efetivação – observação da realidade, intervenção planejada e reflexão sobre a prática profissional em Educação Física – no processo formativo do estudante de graduação. ABSTRACT. Supervised curricular internship in physical education: experience and implications for teacher for-mation. Objective: This report aims to present and reflect the formative experiences in the curricular component “Supervised Internship I” (school field) of the 5th semester of the Physical Education Degree course of the Federal University of Pará (UFPA), Belém - PA. Methods: Methodologically, it describes and analyzes the experiences provided by the internship of the course in question. Results: The results reveal relevant elements to the pedagogical work in Physical Education, coming from the reflection and evaluation of the practices performed by the students. However, it was noted the interruption of other reflections by them, given the impossibility of a more fruitful, effective and inte-gral contact with other formative experiences in the internship, necessary for their professional teaching constitution. Conclusion: We conclude by highlighting the need to understand the supervised internship as a moment of action-reflection on teaching practices from its full implementation - observation of reality, planned intervention and reflection on professional practice in Physical Education - in the educational process of graduation student.

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Lopes, Augusta Aires, and Kênya Maria Vieira Lopes. "As contribuições do Pibid à formação dos Licenciandos em Computação do IFTO Campus Porto Nacional." Revista Sítio Novo 1 (October 19, 2017): 83. http://dx.doi.org/10.47236/2594-7036.2017.v1.i0.83-102p.

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Debater a formação do professor é repensar em uma parte da qualidade da educação ofertada nas escolas. As políticas educacionais criadas e/ou a serem implementadas em âmbito nacional devem ter o propósito de incentivar e fortalecer a formação docente na educação básica. Nesse intuito, em 2007, foi lançado o Programa Institucional de Bolsas de Iniciação à Docência – Pibid. Em 2011, o programa chega ao Instituto Federal de Educação, Ciência e Tecnologia do Tocantins (IFTO) concedendo bolsas para estudantes de licenciatura, professores, supervisores e coordenadores. Com o objetivo de diagnosticar as contribuições que o Pibid proporcionou à formação dos graduandos em licenciatura em computação do Campus Porto Nacional do IFTO, das turmas dos editais de 2011 e 2013/2014, segundo o olhar dos bolsistas, propôs-se o desenvolvimento dessa pesquisa que se classifica como: básica (natureza), qualitativa (abordagem do problema), descritiva (objetivos) e de levantamento (procedimentos técnicos). Como técnica de pesquisa optou-se pelo questionário semiestruturado que foi aplicado no segundo semestre de 2014 sendo respondido por 29 licenciandos participantes do Pibid. Aquisição de segurança e confiança frente à sala de aula; aproximação com a prática pedagógica; melhorias na metodologia de ensino; estímulo à pesquisa e à produção científica e experiências além do estágio supervisionado foram algumas das contribuições apresentadas e que revelam a consolidação dos objetivos traçados quando da criação do referido programa. O Pibid pode ser visto como um importante programa de formação inicial. Contudo, aliadas a ele deve haver políticas voltadas para a formação continuada e que valorizem a profissão docente.Termos para indexação: formação de professores, política educacional, práticas de ensinoContributions of Pibid to the education of the Licentiates in Computing of the IFTO Campus Porto NacionalDiscuss about teacher education is to rethink a part of quality education offered in schools. Educational policies created and/or to be implemented at a national level should have the purpose of encouraging and strengthening teacher education in basic education. To that aim, the Institutional Scholarship Program for Beginning Teachers (Pibid) was launched in 2007. In 2011, the program began at the Federal Institute of Education, Science and Technology of Tocantins (IFTO) granting scholarships for undergraduate students, teachers, supervisors and coordinators. In order to diagnose the contributions that Pibid provided to the training of Computing undergraduate students of IFTO Campus Porto Nacional, on classes of 2011 and 2013/2014, from the scholarship-holder viewpoint, this study proposed to develop a basic nature research, classified also as qualitative, because of its problem approach, descriptive (objective) and surveying on technical procedures. Regarding the research methodology, it was chosen a semi-structured questionnaire that was applied in the second semester of 2014 and accounted for 29 undergraduate participants on Pibid program. Security and confidence acquisition in the classroom; alignment with pedagogical teaching practice; improvements in teachingmethodology; research and scientific production incentives, and experience beyond the Supervised Traineeship were some of the contributions made and that reveal the consolidation of the objectives set when the program was first created. Pibid program can be seen as an important initial teacher education program. However, that it goes together with educational policies for continuing education and the teaching profession appreciation.Index terms: teacher training, educational policy, teaching practices

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Barra, Valdeniza Maria Lopes da. "Historical Footsteps of Teaching Practice and Current Internship Issues in Teacher Training." Educativa 20, no. 2 (December 20, 2017): 339. http://dx.doi.org/10.18224/educ.v20i2.6234.

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Abstract: it is a historical exercise that selects the documentary and bibliographical studies to think the formation of teachers for the initial years of schooling from the practice of teaching/internship. It is organized in three historical moments. The first occurs in the nineteenth century when normal schools arise, and these were annexed to the so-called model schools, a space where the practical training of primary teachers would be given. Already, the second, is delimited by the years 1930 and 1940, period in which Pedagogy becomes a course of higher education and the colleges of application arise as a space for practical training of degrees. The third is at the end in the 1960s, through Resolution No. 9/69, which established that teaching practice should be conducted as a supervised internship in the community schools themselves. Once this historical itinerary has been fulfilled, the text highlights some of the concerns derived from the act of thinking and performing the internship in schools and the engenderings involved. Pegadas históricas da prática de ensino e questões atuais do estágio na formação de professores Resumo: trata-se de um exercício histórico que elege os estudos documental e bibliográfico para pensar a formação de professores para os anos iniciais da escolarização a partir da prática de ensino/estágio. Organiza-se em três momentos históricos. O primeiro se dá no século XIX quando surgem as escolas normais, sendo que a estas eram anexadas às denominadas escolas modelo, espaço onde se daria a formação prática de professores primários. Já, o segundo, é delimitado pelos anos 1930 e 1940, período em que a Pedagogia se torna curso do ensino superior e os colégios de aplicação surgem como espaço de formação prática das licenciaturas. O terceiro se dá no final nos anos 1960, por meio da Resolução Nº 9/69, que estabelecia que a prática de ensino deveria ser realizada na forma de estágio supervisionado nas próprias escolas da comunidade. Cumprido o referido itinerário histórico, o texto destaca algumas inquietações derivadas do ato de pensar e realizar o estágio nas escolas e os engendramentos aí implicados.

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Percy, Alisa, and Jo-Anne Kelder. "Editorial: JUTLP Issue 16.5." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 2–3. http://dx.doi.org/10.53761/1.16.5.1.

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Welcome to the final issue of the Journal of University Teaching and Learning Practice for 2019. In this issue we have papers from Finland, the US, Ecuador, Thailand and Australia covering a range of topics and approaches exploring university teaching and learning practice. Evaluating an intervention into students’ wellbeing and organising strategies in Finland, Asikanen, Kaipainen and Katajavouri provides evidence that pharmacy students undertaking a 7 week online course designed to promote psychological flexibility had a positive impact on their study behaviors during the intervention. Addressing issues of engagement in first year, Kearney makes the case for his Authentic Self and Peer Assessment for Learning (ASPAL) Model as a particular kind of transition pedagogy that engages students in the development of a deep understanding of assessment expectations and standards of performance. Also focused on student transition, Pattanaphanchai reports on students’ learning achievement and their positive perceptions of the flipped classroom in an introductory computing class in Thailand. Dealing with contentious content in first year, Ford, Bennett and Kilmister report on a study they conducted into pedagogical models in a large first year history subject that services teacher education students and had its own history of heated debate and conflict when exploring the ANZAC mythologies. Considering how content transforms perceptions and values, Njoku reports on a longitudinal evaluation of the use of learner-centred teaching and its impact on learning outcomes in an undergraduate rural public health course in the US. And finally, Freyn introduces the pedagogical strategies used in a LGBTQ literature course in Ecuador, and reports on the results of a phenomenological study of its impact on the participants’ agency in terms of advocacy and support for the LGBTQ community.

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Townsend-Nicholson, Andrea. "Educating and engaging new communities of practice with high performance computing through the integration of teaching and research." Interface Focus 10, no. 6 (October 16, 2020): 20200003. http://dx.doi.org/10.1098/rsfs.2020.0003.

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The identification of strategies by which to increase the representation of women and increase diversity in STEM fields (science, technology, engineering and mathematics), including medicine, has been a pressing matter for global agencies including the European Commission, UNESCO and numerous international scientific societies. In my role as UCL training lead for CompBioMed, a European Commission Horizon 2020-funded Centre of Excellence in Computational Biomedicine (compbiomed.eu), and as Head of Teaching for Molecular Biosciences at UCL from 2010 to 2019, I have integrated research and teaching to lead the development of high-performance computing (HPC)-based education targeting medical students and undergraduate students studying biosciences in a way that is explicitly integrated into the existing university curriculum as a credit-bearing module. One version of the credit-bearing module has been specifically designed for medical students in their pre-clinical years of study and one of the unique features of the course is the integration of clinical and computational aspects, with students obtaining and processing clinical samples and then interrogating the results computationally using code that was ported to HPC at CompBioMed's HPC Facility core partners (EPCC (UK), SURFsara (The Netherlands) and the Barcelona Supercomputing Centre (Spain)). Another version of the credit-bearing module has, over the course of this project, evolved into a replacement for the third year research project course for undergraduate biochemistry, biotechnology and molecular biology students, providing students with the opportunity to design and complete an entire specialist research project from the formulation of experimental hypotheses to the investigation of these hypotheses in a way that involves the integration of experimental and HPC-based computational methodologies. Since 2017–2018, these UCL modules have been successfully delivered to over 350 students—a cohort with a demographic of greater than 50% female. CompBioMed's experience with these two university modules has enabled us to distil our methodology into an educational template that can be delivered at other universities in Europe and worldwide. This educational approach to training enables new communities of practice to effectively engage with HPC and reveals a means by which to improve the underrepresentation of women in supercomputing.

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Connolly, Randy, and Alan Fedoruk. "Does computing need to go beyond good and evil impacts?" Journal of Information, Communication and Ethics in Society 13, no. 3/4 (August 10, 2015): 190–204. http://dx.doi.org/10.1108/jices-10-2014-0045.

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Purpose – This paper aims to demonstrate that computing social issues courses are often being taught by articulating the social impacts of different computer technologies and then applying moral theories to those impacts. It then argues that that approach has a number of serious drawbacks. Design/methodology/approach – A bibliometric analysis of ETHICOMP papers is carried out. Papers from early in the history of ETHICOMP are compared to recent years, so as to determine if papers are more or less focused on social scientific examinations of issues or on ethical evaluations of impacts of technology. The literature is examined to argue the drawbacks of the impact approach. Findings – Over time, ETHICOMP papers have moved away from social scientific examinations of computing to more philosophic and ethical evaluations of perceived impacts of computing. The impact approach has a number of drawbacks. First, it is based on a technological deterministic style of social explanation that has been in disrepute in the academic social sciences for decades. Second, it uses an algorithmic approach to ethics that simplifies the social complexity and uncertainty that is the reality of socio-technological change. Research limitations/implications – The methodology used in this paper is limited in several ways. The bibliometric analysis only examined five years of ETHICOMP papers, while the literature review focused on published computing education research. It is possible that neither of these forms of evidence reflects actual common teaching practice. Practical implications – It is hoped that the arguments in this paper will convince teaching practitioners to modify the way they are teaching computing social issues courses: that is, the authors hope to convince educators to add more focus on the social context of computing. Originality/value – The use of bibliometric analysis in this area is unique. The paper’s argument is perhaps unusual as well.

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Rodrigues, Eliandra Gleyce Dos Passos. "Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA." Revista Discente Ofícios de Clio 5, no. 9 (January 8, 2021): 148. http://dx.doi.org/10.15210/clio.v5i9.17193.

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O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.

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Altarugio, Maisa Helena, and Samuel De Souza Neto. "The Teacher's Mentoring Role and the Reflexive Teacher Formation during Supervised Internships in the Science Education Area." Acta Scientiae 21, no. 4 (September 4, 2019): 174–91. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id4894.

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In the initial teacher education scenario, the supervised internships are considered as privileged spaces for the teacher’s professional development, while a reflexive practice is one of the paradigms that guide this formation. Hence, a significant part of the formation of a future professional lies on the university professor who takes the responsibility for the orientation of these practices. In this context, this study has the objective to identify and analyze how professors at the beginning of their career paths, who have just taken the role of supervising the practices, conceive and deal with their mentoring role and with the function of orienting reflexive practices in the education of trainee teachers. Eight professors from different teacher training courses in the Science Education area at a public federal university in Brazil have participated in this case study, where semi-structured interviews and content analysis were used as the main techniques. The results have suggested that, for one group of these professors, the reflection would have a transformative and critical function over their practices and their professional contexts. On the other hand, for the other group, the teacher’s mentoring role seemed to present a more pragmatic preoccupation, as well as the function and the way to conduct this reflection. While they are moving towards accomplishing their role as teacher mentors, other factors also show some influence in building their identities. Regarding the field of teacher education and the professionalization of education, this study has pointed out to some paths towards which it is possible and necessary to advance and it may contribute to leave teaching from a critical and reflexive orientation as a heritage for the next generations.

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Tsai, Chia-Wen, and Tsang-Hsiung Lee. "Developing an Appropriate Design for E-Learning with Web-Mediated Teaching Methods to Enhance Low-Achieving Students’ Computing Skills." International Journal of Distance Education Technologies 10, no. 1 (January 2012): 1–30. http://dx.doi.org/10.4018/ijdet.2012010101.

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Vocational education in Taiwan is highly competitive in that it must attract sufficient student enrollment in the environment with a rapidly increasing number of schools. Many students in this context tend to have lower levels of academic achievement, and do not adequately get involved in their schoolwork. Under such constraints but moving toward more practical orientation, the authors conducted five experiments, applying web-mediated problem-based learning (PBL), self-regulated learning (SRL), blended learning (BL), or their combinations to help low-achieving students improve their computing skills. This study further develops appropriate course design and online teaching methods for both teachers and schools. Each of the five studies addressed a different project whose goal was to develop students’ computing skills in online classes. The five studies: (a) provide demonstrations of the effects of web-based PBL and SRL, (b) illustrate how to design and implement web-based PBL and SRL for low-achieving students, (c) provide refined interventions of web-based PBL and SRL based on multiple-phase experiences of real practices and reflections, and (d) demonstrate the effects of BL and the relevant technologies to provide more channels and opportunities for students to review and practice their computing skills.

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Cvjetkovic, Vladimir M. "Pocket Labs Supported IoT Teaching." International Journal of Engineering Pedagogy (iJEP) 8, no. 2 (May 2, 2018): 32. http://dx.doi.org/10.3991/ijep.v8i2.8129.

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IoT is both a concept and a specific platform with large variety of applications that rapidly become inseparable part of everyday life not only improving it, but making it more interesting and fun. ICT based, it is devoted to interactions with environment that are usually not available with traditional ICT equipment and platforms. IoT is at the same time both complementary and compatible with exist-ing non IoT world, which offers computing power and resources to IoT, making it a unique and powerful combination. Pocket Lab is a relatively new teaching concept that supports students’ creativity and initiative allowing for carrying and experimenting with real equipment at a time and place of choice, much like using of regular text books for studying. Although the IoT & Pocket Labs are not nec-essarily interconnected or mutually conditioned, this paper discusses such a real case of teaching practice, where the Pocket Labs are a natural solution for teach-ing of IoT. The paper deals with one semester teaching experience of IoT as a university course. Obtained results and experience may be quite general except for university students profile defined with their previous education and knowledge. Besides the main goal of the course which is an introduction to IoT, some other aims were exploring the students’ motivation for studying of IoT as a new technology and emphasizing the importance of new original ideas and views being as important as mastering the IoT technologies.

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Koris, Rita, and Ágnes Pál. "Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 197–217. http://dx.doi.org/10.53761/1.18.5.11.

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With the transition to online teaching due to the COVID-19 pandemic, the need for identifying effective methods of assessment has become paramount. The methods of traditional summative in-person, paperand-pencil exams could not be adapted to the online environment. In case of unsupervised (nonproctored) exams it was impossible to ensure students’ academic honesty. Some universities have offered remotely supervised (proctored) examinations, which has been a rare exception. The pandemic prompted teachers to innovate their assessment practice and apply formative assessment methods as an alternative to traditional summative assessment. They have started using tasks such as e-portfolios, online learning journals, blogs, online presentations, creative writing, and open-book exams, which present golden opportunities to involve students in the assessment process. This study aims to explore assessment-related experiences of language and communication teachers at higher education institutions (HEIs) during the pandemic. Our mixed-method research combines an international survey administered to university language and communication teachers (N=301) with in-depth interviews with a selection of participants (n=18) of the same background. The results provide valuable insights into the perceptions that university language and communication teachers have of effective assessment methods and pedagogical approaches engaging learners in assessment. The implications of the study advocate a growing trend toward a wider use of learner-centered assessment.

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Sandra S.A., [None], Durri Andriani, Sunu Dwi Antoro, [None] Prayekti, and [None] Warsito. "Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community." Excellence in Higher Education 2, no. 2 (December 15, 2011): 114–20. http://dx.doi.org/10.5195/ehe.2011.47.

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This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas) module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka) identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context. Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill

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Yue, XiaoYao. "Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education." International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 248–57. http://dx.doi.org/10.31686/ijier.vol7.iss5.1506.

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In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.

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Qian, Yizhou, Susanne Hambrusch, Aman Yadav, Sarah Gretter, and Yue Li. "Teachers’ Perceptions of Student Misconceptions in Introductory Programming." Journal of Educational Computing Research 58, no. 2 (April 29, 2019): 364–97. http://dx.doi.org/10.1177/0735633119845413.

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A quality computer science (CS) teacher needs to understand students’ common misconceptions in learning CS. This study explored one aspect of CS teachers’ understanding of student misconceptions: their perceptions of student misconceptions related to introductory programming. Perceptions in this study included three parts: teachers’ perceived frequency of a student misconception, teachers’ perceived importance of a misconception in learning, and teachers’ confidence in addressing a misconception. Teachers in our study taught a Python-based CS course for high schools students. A survey was designed and administered to assess teachers’ perceptions of students’ misconceptions. Our results indicated that teachers’ confidence of addressing misconceptions and the teaching context may affect their perceptions of student misconceptions. We also found that some latent misconceptions are likely to lead to a perception of low frequency as they can be more difficult to detect. Moreover, our study found that teachers’ degrees and additional computing training showed positive relationships with their confidence of addressing student misconceptions and that additional computing training also showed a positive relationship with teachers’ perceived importance of student misconceptions. Implications of the findings for future research and practice of CS education are discussed.

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Florencio de Abreu e Silva, Paulo Roberto, João Alyson Ribeiro de Carvalho, and Helena de Barros Silva. "A DIALÓGICA ENTRE O CURSO DE FORMAÇÃO DE PROFESSORES DE GEOGRAFIA E O ESTÁGIO SUPERVISIONADO NAS ESCOLAS DE ENSINO FUNDAMENTAL." Revista Brasileira de Educação em Geografia 7, no. 14 (January 5, 2018): 111–26. http://dx.doi.org/10.46789/edugeo.v7i14.436.

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Este artigo tem como objetivo refletir dialogicamente as experiências vivenciadas no Curso de Geografia da Universidade de Pernambuco, a partir dos componentes curriculares de estágio Supervisionado I, II, III e IV, ao longo dos anos 2015 e 2016. Apontamos a importância dessa pesquisa no que cerne a reflexão das experiências vivenciadas no campo de estágio pelos nossos discentes, observando que a metodologia quali-quantitativa subsidiada nas investigações do ambiente escolar, permitiu aos entrevistados a exposição de opiniões, mensurando aspectos positivos e negativos relacionados à execução do estágio supervisionado. Nessa perspectiva, a formação do professor de Geografia deve contemplar atividades de estágio supervisionado. Não somente em decorrência do atendimento à legislação. Mas também pela possibilidade de articular os conhecimentos teóricos trabalhados na universidade com a prática efetiva no ambiente escolar da educação básica. Assim, a realidade obtida a partir das experiências vivenciadas pelos graduandos no campo de estágio pode ser o fator decisivo que possa garantir dialogicamente o entendimento da docência, e através da atuação dos discentes no curso de Licenciatura em Geografia na escola. Fato que proporcionou discussões holísticas acerca de metodologias sobre o ensinar na universidade e aprender nas escolas, bem como, tecerem subjetividades a respeito da realidade escolar.PALAVRAS-CHAVE Estágio Supervisionado. Ensino de Geografia. Formação do professor de Geografia.THE DIALOGICAL BETWEEN THE COURSE OF GEOGRAPHY TEACHERS FROM THE UNIVERSITY OF PERNAMBUCO AND THE SUPERVISED INTERNSHIP AT THE FUNDAMENTAL SCHOOLS AROUND ABSTRACT This article has the goal to reflect dialogically on the experiences of the Geography Course at University of Pernambuco, based on the curricular components of supervised internship I, II, III and IV, throughout the years of 2015 and 2016. We consider the importance of this research in the reflection of the experiences lived in the field of internship by our students, observing that the qualitative and quantitative methodology subsidized in the investigations of the school environment, allowed the interviewees the exposure of opinions, measuring positive and negative aspects related to the supervised internship. In this perspective, the training of the Geography teacher should be a complement in the supervised internship. Not only due to compliance of the legislation. But also by the possibility to articulate the theoretical knowledge studied in the university with the effective practice in the school environment of basic education. Thus, the reality obtained from the experiences of the students in the internship can be the decisive factor to guarantee dialogically the understanding of the teaching and through the performance of the students in the Degree of Geography in the school, provided discussions about methodologies about teaching in the university and learning in schools, as well as, cause questioning about the school reality.KEYWORDS Supervised Internship. Geography Teaching. Geography teacher training. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br

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Sommerhalder, Aline, Luana Zanotto, and Camila Marques Dos Santos. "Educação Infantil: sentidos construídos por Tutoras Virtuais sobre o lugar do Estágio na formação de professores a distância." Horizontes 34, no. 1 (July 26, 2016): 137. http://dx.doi.org/10.24933/horizontes.v34i1.335.

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ResumoO artigo apresenta parte de um estudo concluído em um curso de Pedagogia, na modalidade de educação a distância de uma universidade pública federal, que aderiu ao Sistema Universidade Aberta do Brasil. Teve como questões de pesquisa: Que sentidos tutores virtuais em exercício apresentam sobre o Estágio Curricular Supervisionado em Educação Infantil, no processo de formação inicial de professores? Para tutores virtuais, que lugar esse Estágio ocupa no processo de formação inicial para a docência na educação infantil? A investigação anunciou as possibilidades formativas do Estágio e alguns de seus limites na formação inicial de professores. Foram sujeitos sete tutoras virtuais em exercício na disciplina “Estágio Supervisionado em Educação Infantil”. De abordagem qualitativa, o estudo fez uso de questionário e da análise de conteúdo. O Estágio apresentou-se como momento formativo no processo de reflexão de aprendizagens relativas à docência na educação infantil e ocupou um lugar de interlocução teoria e prática. Entre os limites, tem-se o tempo para convivência em estágio e as interações de alunos-professores no Moodle.Palavras-chave: Estágio curricular supervisionado; Tutoria virtual; Formação de professores de educação infantil; Educação à distância.Supervised Internship in Early Childhood Education: meanings constructed by Virtual tutors about of internship in distance teacher educationAbstractThis article presents part of a study undertook in an undergraduate course in pedagogy, in the modality of distance education of a public university, which adhered the Sistema Universidade Aberta do Brasil. The research questions were: Which meanings virtual tutors in duty present about the Supervised Stage in Early Childhood Education in the initial education process of teachers? For virtual tutors, which place does this stage take in the initial education process of teachers in early childhood education? The research has announced the formation possibilities of the stage and some of its limits in initial teacher education. Seven virtual tutors were participants in duty in “Estágio Supervisionado em Educação Infantil” discipline. Of qualitative approach, the study used a questionnaire and content analysis. The supervised intership presented as a formative moment in the learning process of reflection related to the teaching in early childhood education and has occupied a place of interlocution of theory and practice. Among the limits, we have the time to the acquaintanceship in the intership and interactions of students-teachers in Moodle.Keywords: Curricular supervised intership; Virtual mentoring; Teacher education for early childhood education; Distance education.

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Mohammmad, Ali Alsagheer A., and Mohammed Albahiri. "Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 254. http://dx.doi.org/10.5539/ijel.v10n6p254.

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Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa, and Rute Isabel Rodrigues Dias Gregório. "Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.

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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.

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Bui, Hieu Trong. "Data-Driven Intelligent Tutoring Systems for STEM+C Learning and Teaching." European Journal of Engineering Research and Science 4, no. 9 (September 27, 2019): 202–6. http://dx.doi.org/10.24018/ejers.2019.4.9.1553.

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It is wide known that one of the most effective ways to learn is through problem solving. In recent years, it is widely known that problem solving is a central subject and fundamental ability in the teaching and learning. Besides, problem solving is integrated in the STEM+C (Science, Technology, Engineering, and Math plus Computing, Coding or Computer Science) fields. Intelligent tutoring systems (ITSs) have been shown to be effective in supporting students' domain-level learning through guided problem solving practice. Intelligent tutoring systems provide personalized feedback (in the form of hints) to students and improve learning at effect sizes approaching that of human tutors. However, creating an ITS to adapt to individual students requires the involvement of experts to provide knowledge about both the academic domain and novice student behavior in that domain’s curriculum. Creating an ITS requires time, resources, and multidisciplinary skills. Because of the large possible range of problem solving behavior for any individual topic, the amount of expert involvement required to create an effective, adaptable tutoring system can be high, especially in open-ended problem solving domains. Data-driven ITSs have shown much promise in increasing effectiveness by analyzing past data in order to quickly generate hints to individual students. However, the fundamental long term goal was to develop “better, faster, and cheaper” ITSs. In this work, the main goal of this paper is to: 1) present ITSs used in the STEM+C education; and 2) introduce data-driven ITSs for STEM+C education.

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Journal articles on the topic 'Education computing and supervised teaching practice'

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