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Testerman, Jane K., and Harry D. Hall. "The Electronic Portfolio: A Means of Preparing Leaders for Application of Technology in Education." Journal of Educational Technology Systems 29, no. 3 (March 2001): 199–206. http://dx.doi.org/10.2190/gbk1-vyjc-b6d4-6mrl.
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The successful application of technology in education has become one of the critical educational leadership challenges for school administrators in the United States. North Carolina leaders have increased technology requirements for teacher education graduates, certified staff members, and students in public schools. This article outlines the recommended sequence of necessary skills and applications to produce an individualized, basic document page and understand the methodology for capturing, organizing, and archiving new materials in an electronic portfolio to document successful completion of the doctoral internship in Educational Leadership. Through the use of an electronic portfolio, educational leaders enrolled in a doctoral program can extend their understanding of technology and learn applications worthwhile for personal and professional improvement.
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Berry, Barnett. "Teacher leadership: Prospects and promises." Phi Delta Kappan 100, no. 7 (March 25, 2019): 49–55. http://dx.doi.org/10.1177/0031721719841339.
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For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn to lead effectively.
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O'Neil, Kason, and Jennifer M. Krause. "Physical Education Teacher Education Faculty Self-Efficacy Toward Educational Technology." Physical Educator 76, no. 5 (2019): 1287–305. http://dx.doi.org/10.18666/tpe-2019-v76-i5-9107.
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Ellis, James D. "Teacher development in advanced educational technology." Journal of Science Education and Technology 1, no. 1 (March 1992): 49–65. http://dx.doi.org/10.1007/bf00700243.
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Burnard, Pamela. "Educational leadership, musical creativities and digital technology in education." Journal of Music, Technology and Education 4, no. 2 (February 16, 2012): 157–71. http://dx.doi.org/10.1386/jmte.4.2-3.157_1.
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Lowther, Deborah L., and Howard J. Sullivan. "Teacher and technologist beliefs about educational technology." Educational Technology Research and Development 42, no. 4 (December 1994): 73–87. http://dx.doi.org/10.1007/bf02298056.
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Dexter, Sara, and Emily A. Barton. "The development and impact of team-based school technology leadership." Journal of Educational Administration 59, no. 3 (April 6, 2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.
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PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.
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Vlasleanu, Lazar. "Teacher Training in Educational Technology in Rumania." Educational Media International 23, no. 3 (September 1986): 120–24. http://dx.doi.org/10.1080/0952398860230305.
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Persichitte, Kay A. "Leadership for Educational Technology Contexts in Tumultuous Higher Education Seas." TechTrends 57, no. 5 (August 24, 2013): 14–17. http://dx.doi.org/10.1007/s11528-013-0686-5.
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Nugumanova, Lyudmila N., Galiya A. Shaykhutdinova, and Tatyana V. Yakovenko. "Scientific and Methodological Support for Modern Educational Technology Introduction into the Educational Process." SHS Web of Conferences 110 (2021): 03005. http://dx.doi.org/10.1051/shsconf/202111003005.
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In the article the authors consider opportunities for scientific and methodological support of contemporary education digitization. The purpose of the article is to identify scientific and methodological support resources for developing specific recommendations to teachers on tackling education-related problems in the digital educational environment. When designing scientific and methodological support tools meant to facilitate introduction of modern educational technologies into the advanced teacher training process, the authors were basing on the principles of globalization and regionalization, technology continuity and discreteness, flexibility and availability. Consideration of the above mentioned principles permits to: introduce technologies applied in the global educational space, taking into account regional potential and student needs; select and combine individual factors of pedagogical technologies being based on assessment of their didactic efficiency under the conditions of a concrete educational process; adapt the technologies to teaching conditions, student cohort, budget, time and other circumstances in a timely and mobile manner. The article is meant for the academic teaching staff of institutes of supplementary teacher education, postgraduate and external PhD students, teachers and all those who take interest in problems of contemporary education.
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Uygur, Mutlu, Burak Ayçiçek, Hikmet Doğrul, and Tuğba Yanpar Yelken. "Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education." Sustainability 12, no. 24 (December 11, 2020): 10354. http://dx.doi.org/10.3390/su122410354.
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This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.
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Nikolaevna, Voloshina Ludmila, Demicheva Vera Vladimirovna, Reprintsev Alexander Valentinovich, Stebunova Kira Konstantinovna, and Yakovleva Tatyana Viktorovna. "Designing an independently installed educational standard for ‘Teacher Education’." Cypriot Journal of Educational Sciences 14, no. 2 (June 30, 2019): 294–302. http://dx.doi.org/10.18844/cjes.v14i2.4240.
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The problem of creating self-established educational standards (SES) is considered by the authors associated with the need to ensure the quality of educational programs and quality of preparation of the future teacher to solve new professional problems. The present work is aimed at scientifically recognising the technology of designing SES. Research methods: theoretical (analysis, synthesis and modelling) and empirical: survey methods (questioning and interviewing). Based on the results of employers' satisfaction survey (n = 112), the quality of teacher training and self-assessment of the preparation of graduates of a pedagogical university (n = 123) to perform work functions were defined an algorithm for developing SES in the direction of ‘Pedagogical education’, including analytical and diagnostic, modelling and reflexive stages. In general, the technology of preparing and introducing an SES ensures the integration of pedagogical science and practice and the development of continuous pedagogical education in the context of a regional scientific and educational cluster.
Keywords: Pedagogy, vocational education, pedagogical education, teacher education.
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Bryksina, O. F., and E. I. Sharikova. "MOBILE STORITELLING AS EDUCATIONAL TECHNOLOGY." Informatics in school, no. 10 (December 23, 2019): 16–19. http://dx.doi.org/10.32517/2221-1993-2019-18-10-16-19.
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The article discusses various approaches to the definition of storytelling, shows the possibility of using storytelling in education both in the activity of a teacher and in the process of productive activity of schoolchildren. Particular attention is paid to the use of the izi.TRAVEL mobile service and online platform for rendering audio guides, its technological and didactic capabilities.
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Graziano, Kevin J. "Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 70–86. http://dx.doi.org/10.14434//jotlt.v7n1.23492.
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While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.
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Graziano, Kevin J. "Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 70–86. http://dx.doi.org/10.14434/jotlt.v7i1.23492.
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While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.
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Constantino, Gustavo Daniel. "Educational Technology and Teacher Education: Barriers and Gates in South America." Creative Education 05, no. 12 (2014): 1080–85. http://dx.doi.org/10.4236/ce.2014.512122.
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Woelfel, Kay D., Kent Murray, and Alice Hambright. "Making sense of technology in educational leadership programs." TechTrends 48, no. 5 (September 2004): 29–33. http://dx.doi.org/10.1007/bf02763527.
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Li, Bo. "Research of Teacher Education Technology Capacity and Training Modes." Applied Mechanics and Materials 635-637 (September 2014): 2063–66. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2063.
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This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.
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Gomes, Wendy. "Leadership in educational technology: Insights from the corporate world." Journal of Leadership Studies 4, no. 4 (April 15, 2011): 57–60. http://dx.doi.org/10.1002/jls.20195.
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Kin, Leong Chee. "Educating the Educators: Technology-Enhanced Mathematics Teaching and Learning." Southeast Asian Mathematics Education Journal 5, no. 1 (December 28, 2015): 63–72. http://dx.doi.org/10.46517/seamej.v5i1.33.
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Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre’s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.
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Kirliauskienė, Rasa, and Lijana Stakauskaitė. "Stimulation of Students’ Leadership Abilities Through Musical Project Activity." Pedagogika 123, no. 3 (September 2, 2016): 148–58. http://dx.doi.org/10.15823/p.2016.39.
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For a long time leadership has been considered as the key factor significantly influencing the success of the organization; however, its role in the school learning has been especially emphasized recently. Abilities and roles of leaders of education system, i.e. teachers, mentors, are analysed in the most of sources of literature; however, there are few discussions about education of leadership of students. The current musical educational project, as an instrument of musical educational technology encouraging the skills of students’ leadership, was chosen due to the lack of sufficient research showing the skills of students’ leadership.
The objective of the research: the encouragement of the skills of students’ leadership using the musical project-based activity during the informal education process.
The aim of the research: to reveal the encouragement possibilities of students’ leadership skills while executing the educational musical project.
The objectives of the research:
1. To find out the features of educational project as an instrument of musical educational technology and to implement the educational project.
2. Following the material of the research, to find out the efficiency of educational project, as encouragement of the skills of students’ leadership.
The methods of the research: the analysis of scientific literature and documents, project of education, survey data analysis. The background of the research and the methodology. The musical project was developed in order to reveal the encouragement possibilities of students’ leadership skills and to identify the features of educational project as an instrument of musical educational technology. The pop music project “Rudeninė karuselė” is one of forms of education of self-expression, creativity, communication and cooperation of children and young people. It aims for education of children and young people in the creative arts, for the nurturance of the traditions of singing, for the popularisation of artistic expression of singers, for the selection of best soloists and vocal ensembles, and for the promotion of creation and performance of new Lithuanian songs for children. Conclusions. The results of the research revealed that participation in informal musical education is caused by good feeling, manifestation of oneself to the public, the demand for education. Musical project-based activity is an effective instrument for encouraging of students’ leadership skills during informal musical education process. It was found out during the research that the participation in musical projects promotes the leadership skills such as responsibility, striving for win, self confidence, perseverance, cooperation, enthusiasm.
The leadership, planning and other educational leadership skill can be developed during the participation in musical projects. While discussing the environment of participants in order to enhance the leadership, mentors urge to take the leader’s role and responsibility; they appreciate efforts of children striving for leadership; the leadership is being promoted while organizing the fun activity, as well. The research showed that the need of attention, the achievement of goal, perseverance and communication are being promoted during the participation in musical events.
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M Francom, Gregory, and Andria L Moon. "Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership." Journal of Information Technology Education: Research 17 (2018): 423–40. http://dx.doi.org/10.28945/4129.
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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.
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Ste-Marie, Lorraine. ""Immunity-to-Change Language Technology": An Educational Tool for Pastoral Leadership Education." Teaching Theology & Religion 11, no. 2 (April 2008): 92–102. http://dx.doi.org/10.1111/j.1467-9647.2008.00409.x.
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McLeod, Scott. "Commentary – Why aren't more educational leadership scholars researching technology?" Journal of Educational Administration 59, no. 3 (May 27, 2021): 392–95. http://dx.doi.org/10.1108/jea-06-2021-263.
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Mankus, Iryna Volodymyrivna, Ludmyla Stepanivna Nedbaievska, Valentyna Mykolaivna Darmosiuk, and Oleksandr Yuriyovich Parkhomenko. "Innovative educational environment: technologies of creation." Engineering and Educational Technologies 8, no. 1 (March 31, 2020): 85–94. http://dx.doi.org/10.30929/2307-9770.2020.08.01.07.
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The implementation of educational reforms in Ukraine requires the modernization of teacher training. The imbalance between the social demand for highly qualified pedagogical staff and the outdated teacher training system stimulates the development of innovative educational environments, which should ensure the formation of high-level professional competence of university students. The article describes the experience of modeling an innovative environment by means of a student-centered training and practice center, which performs educational activities based on competency and STEM approaches. The conceptual basis of the technology is the guiding principles of partnership pedagogy, STEM education, competency and transdisciplinary approaches, technologies of student-centered teaching. The content component of the technology is modeling of natural science and mathematical education on the basis of current educational standards for institutions of higher and secondary education. The procedural component of the technology is the set of innovative forms and methods of educational activity that are integrated into long-term socio-scientific projects. Modeling of innovative educational environment by means of STEM and Art education provided an opportunity to introduce social and scientific projects satellites: children and youth experimentarium "Time Line", "Bank of Science", "Interesting Science in the City Streets" and others. The results of the work of the educational scientific laboratory are the development and implementation of innovative forms of educational activity in the system of training of future teachers. Innovative technology of transdisciplinary approach in education can be implemented by means of STEM platforms. The Center's Scientific and Methodological Laboratory investigates the process of introducing higher education technologies, develops a network of interactive playgrounds based on the STEM approach and approves innovative forms of educational activity. The Elements of the developed innovative scientific infrastructure were introduced at the Faculty of Mechanics and Mathematics of the V.O. Sukhomlynskyi Mykolayiv National University and in the educational institutions that are partners of the project.
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Timmerman, Maria. "Using the Internet: Are Prospective Elementary Teachers Prepared to Teach with Technology?" Teaching Children Mathematics 10, no. 8 (April 2004): 410–15. http://dx.doi.org/10.5951/tcm.10.8.0410.
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The 1998 International Society for Technology in Education (ISTE) survey on technology use in teacher education reported that one computer exists for every five students in K–12 schools in the United States. To be ready to enter these technological classrooms, prospective teachers need course experiences that incorporate educational technology for classroom teaching in meaningful ways. In teacher education programs, however, the task of integrating the use of educational technology with reform-oriented learning theories and pedagogy is not trivial (Niederhauser, Salem, and Fields 1999; Willis 1998). Different uses of educational technology lead to multiple views of learning, which affect how topics are taught and learned. Transforming curricula and pedagogy to take advantage of technology is a labor-intensive and time-consuming process. The Congressional Office of Technology Assessment (OTA 1995) reported that only 3 percent of teacher education graduates indicated they were “very well prepared” to teach with technology. More recently, the ISTE (1999) survey on technology use in teacher education documented that taking separate information technology courses had no significant effect on prospective teachers' integration of technology in teaching or their technological skills.
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Byker, Erik Jon, S. Michael Putman, Laura Handler, and Drew Polly. "Educational Technology and Student Voice: Examining Teacher Candidates’ Perceptions." World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 119. http://dx.doi.org/10.18844/wjet.v6i3.1687.
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Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students’ choice, creativity, and freedom. Seminal educationists—like Dewey and Montessori—centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates’ (n=63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students’ primary use of technology as “using apps or software to practice subject-area skills” or “playing educational games” than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.
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Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (December 15, 2016): 224–28. http://dx.doi.org/10.17816/snv20164316.
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The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.
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Shvardak, Marianna. "Coaching Technology to Prepare Candidates for Leadership Roles in a Variety of Educational Settings." Postmodern Openings 12, no. 1 (March 19, 2021): 201–22. http://dx.doi.org/10.18662/po/12.1/255.
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In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader’s ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today’s schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term “coaching” and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals.
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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.
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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.
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Cheng, Ching-Ching, and Kuo-Hung Huang. "EDUCATION REFORM AND TEACHER AGENCY." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 286–88. http://dx.doi.org/10.33225/pec/18.76.286.
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The rapid change of technology, society, and economy creates pressure for education reform on a national level. In respond to the demand for quality improvement, educational organizations are engaging in educational innovation including curriculum, teacher competency, and effective teaching. Nevertheless, this top-down approach for change is likely to fail and lead to an unintended consequence if teachers are antithetical to the reform policy. As institutional agents, teachers make instructional choices to shape implementation of reform and thus influence the educational change in institutionalized practices (Bridwell-Mitchell, 2015). Briggs, Russel, and Wanless (2018) point out that teacher buy-in is a critical factor in educational change. As “an alignment between teacher beliefs and the goals of a change or reform, as well as feelings of competence in implementation” (p. 126), teacher buy-in for reform plays a crucial role in times of change. Teachers’ receptivity to reform is closely related to how they perceive the policy-level change. In addition to meeting the external demands, teachers characterized as real change agents are willing to change from the internal drive to reflect and learn (van der Heijden, Geldens, Beijaard, & Popeijus, 2015).
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Torres, Chris, and Alounso Gilzene. "Hybrid Educational Leadership Preparation: Enhancing Flexibility and Engagement with Technology." Journal of Leadership Studies 13, no. 2 (August 19, 2019): 68–72. http://dx.doi.org/10.1002/jls.21645.
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Sergeeva, Bella V. "Professional self-development of a future primary education teacher in a digital educational environment." Tambov University Review. Series: Humanities, no. 186 (2020): 114–27. http://dx.doi.org/10.20310/1810-0201-2020-25-186-114-127.
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The relevance of the problem is due to the requirement of pedagogical theory and practice in ensuring professional self-development of a future primary education teacher and the existing imperfection of modern technological means of supporting professional self-development of a future primary education teacher in a digital educational environment. The information support of professional self-development of the future primary education teacher in the digital educational environment is considered. A theoretical review of the concepts of “information educational environment” and “digital educational environment” is also presented. The closest, in the context of the study, is the definition of a digital educational environment, as a combination of digital educational technologies, means and related resources that ensure the educational process in the context of society digitalization. The informational means of implementation were the technologies of pedagogical support of professional self-development of the future primary education teacher, which were substantively modernized: “Time Management” technologies, projects, web quests, modeling, foresight technologies, discussions, project technologies, various social and moral practices, modeling and gamification of future professional strategies, technology of achievements and success (competitions, olympiads). In the framework of this work, we substantiate a new scientific direction in the field of the theory and methods of professional education, substantiating both theoretical and applied solutions to the important problem of pedagogical support of the process of professional self-development of a future primary education teacher in accordance with the requirements of federal state educational standards of higher education, as well as the standard of profession “Teacher”.
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Margerum-Leys, Jon, and Ronald W. Marx. "Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs." Journal of Educational Computing Research 26, no. 4 (June 2002): 427–62. http://dx.doi.org/10.2190/jxbr-2g0g-1e4t-7t4m.
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This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.
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Abramovich, Sergei, and Michael L. Connell. "Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective." ISRN Education 2014 (March 4, 2014): 1–9. http://dx.doi.org/10.1155/2014/345146.
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A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, economic constraints often stand in the way of incorporating such special purpose software into an instructional setting. In this paper we will discuss an alternative to this traditional approach which shifts the instructional focus specific computer applications to more sophisticated uses of general purpose software. In particular educational uses of spreadsheets will be developed as an exemplar for this approach.
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Bayborodova, Lyudmila Vasilyevna, Valentina Nikolaevna Belkina, Mikhail Vadimovich Gruzdev, and Tatyana Nikolaevna Gushchina. "Student-centered educational technology of individualization within the framework of teacher education institutions." Novosibirsk State Pedagogical University Bulletin 8, no. 5 (October 31, 2018): 7–21. http://dx.doi.org/10.15293/2226-3365.1805.01.
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Camargo, Cláudia de Barros. "Technological and pluricultural teacher training for a quality educational inclusion." Texto Livre: Linguagem e Tecnologia 13, no. 3 (October 2, 2020): 224–39. http://dx.doi.org/10.35699/1983-3652.2020.25648.
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The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education.
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Sherman, Whitney H., and Danna M. Beaty. "The use of distance technology in educational leadership preparation programs." Journal of Educational Administration 45, no. 5 (August 21, 2007): 605–20. http://dx.doi.org/10.1108/09578230710778222.
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Wilson, Jay. "24. Developing an Educational Technology Group for Pre-Service Teachers." Collected Essays on Learning and Teaching 5 (June 19, 2012): 137. http://dx.doi.org/10.22329/celt.v5i0.3411.
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The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other cultural backgrounds. This innovative program is based on the key goals of the College of Education and the Learning Charter of the University of Saskatchewan. This paper will share an overview of the first two years of the pilot and what has been learned about the application of technology to provide an enhanced learning experience for teacher candidates.
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Ghavifekr, Simin, and Seng Yue Wong. "Technology Leadership in Malaysian Schools." International Journal of Asian Business and Information Management 13, no. 2 (July 2022): 1–18. http://dx.doi.org/10.4018/ijabim.20220701.oa3.
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Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.
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Muzfirah, Suci. "The Importance of the Role of Teacher Professionalism in the 21st Century Education Process at SD Segoroyoso Bantul Yogyakarta." Jurnal Pendidikan : Riset dan Konseptual 5, no. 2 (April 30, 2021): 187. http://dx.doi.org/10.28926/riset_konseptual.v5i2.334.
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Education is currently in the era of education 4.0 or can be called 21st century education. Where the educational process changes so rapidly with the help of technology. Teachers play an important role in carrying out functions and realizing national educational objectives. The purpose of this research is to see how and to what extent teacher self-reflection has contributed to educational development efforts in the 21st century as a professional teacher. This study involved 2 teachers at SD Segoroyoso Bantul. Where the 2 teachers are already certified and some are not yet certified. The method used is descriptive qualitative method with data retrieval using interviews and documentation. The results of the study can be stated that to become a professional teacher does not have to be certified first. Important components to becoming a professional teacher are 24 teacher administration, 4 teacher competencies (pedagogic, personality, professional, social), understanding the role of the teacher profession, and also understanding learning in the 21st century (education era 4.0).
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RANI, SUSHMA. "TEACHER’S PROFESSIONAL DEVELOPMENT THROUGH ICT RESOURCES & GADGETS." International Journal of Students' Research in Technology & Management 3, no. 1 (September 27, 2015): 234–40. http://dx.doi.org/10.18510/ijsrtm.2015.316.
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Today there are many global investments in ICT to improve teaching-learning process in various educational institutions that has been initiated by many governments. Still we are lagging behind somewhat in ICT adoption or integration in teaching-learning rather than the investments in ICT infrastructure, equipments and resources. As the teaching without innovations and technology is meaningless, thus in order to facilitate teaching-learning process adoption of technology is must. And that adoption is possible by enriching the teacher education with latest technology and innovations, strengthening the pre-service and in-service teacher education programs and by the professional development of teacher incorporating technological based-gadgets in educational system.
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Dacholfany, M. Ihsan, Eko Susanto, and Andi Noviandi. "LEADERSHIP AND MANAGEMENT OF EDUCATION INSTITUTIONS IN IMPROVING HUMAN RESOURCES IN INDONESIA." American Journal of Economics and Business Management 1, no. 3 (July 31, 2018): 38–55. http://dx.doi.org/10.31150/ajebm.vol1.iss3.30.
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Educational institutions in Indonesia are expected to produce superior human resources and compete to have insight into science and technology. To achieve this expectation, educational institutions should strive and play a role in optimizing and achieving academic excellence, particularly in education, industry relevance, for new knowledge contribution, and for empowerment. Recognizing the importance of the process of improving the quality of human resources, the government, managers of educational institutions, educators and learners in Indonesia are striving to achieve the goals, vision and mission through various activities to build a better quality education through the development of human resources development and improvement of curriculum and evaluation system, improvement of educational facilities, the development and procurement of teaching materials, and training for teachers and education personnel to be more advanced and developed than other countries.
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Cifuentes, Gary Alberto. "Conceptualizando prácticas de liderazgo de las TIC: Un estudio en la educación superior colombiana." education policy analysis archives 24 (October 10, 2016): 100. http://dx.doi.org/10.14507/epaa.24.2535.
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Based on an empirical study on ICT leadership for educational innovation, this document analyze some leadership practices that become relevant in the context of higher education institutions. This paper explores specific units within institutions that promote innovation with ICT. These units are appointed to lead educational innovation with ICT beyond technical support, focusing instead in transforming teaching practices with technology. As it is shown in this work, the analysis of these leadership practices reveals a strong relationship with higher education policies. The findings of this study mention four characteristics of these units: their knowledge is both centralized and distributed; they participate in the translation of education policies; they experience external demands; finally, they have a political nature beyond their administrative functions. This work shows that these units—underexplored in the current literature—become relevant for studying political and organizational conditions involved in educational innovation supported by technology.
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Lamb, Alexandra J., and Jennie Miles Weiner. "Technology as infrastructure for change: district leader understandings of 1:1 educational technology initiatives and educational change." Journal of Educational Administration 59, no. 3 (February 24, 2021): 335–51. http://dx.doi.org/10.1108/jea-10-2020-0220.
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PurposeWhile educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.Design/methodology/approachUsing the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.FindingsThe authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.Originality/valueThis study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.
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�������, Aleksandr Volodin, �������, and Anatoliy Bykanov. "Ongoing Accumulative Criterion Assessment System For Students Of Main General Education." Standards and Monitoring in Education 2, no. 4 (August 15, 2014): 23–30. http://dx.doi.org/10.12737/5871.
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The article considers ongoingcriterion assessment system for main general education students� formation of universal educational actions and subject
skills during the lesson.
Authors present a model of ongoing accumulative criterion assessment of main general education students; define contents, levels and scale of assessment
during a lesson; discuss issues of application technology for students� criterion scale based on teacher�s activity on embedding universal educational
actions and subject skills and implementation of lesson process charts. Presented material will allow teacher to perform objective assessment of
individual trajectory of each student�s formation of universal educational actions and subject skillsat each lesson and on every subject.
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Borbych, Nataliia, Natalia Denisenko, Serhii Marchuk, Iryna Kovalchuk, Sergii Pustovalov, and Larisa Stakhova. "Assessment of the effectiveness of correspondence teacher education." LAPLAGE EM REVISTA 7, Extra-B (June 13, 2021): 511–20. http://dx.doi.org/10.24115/s2446-622020217extra-b962p.511-520.
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The article examines one of the features of the development of modern society is the process of informatization, which has now acquired a global character. It has been proven that under the influence of informatization, changes are currently taking place in all spheres of life. One of the elements of informatization are new information technologies, the use of which allows finding new approaches to solving various problems. The consequence of the general informatization of society is the informatization of education, one of the forms of which is distance learning. Distance education technology is an element of distance education. However, along with the intensive introduction of new educational technologies into the educational process, the question arises: how effective is the distance learning system?
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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
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Кононец, Наталія Василівна, and Світлана Іванівна Нестуля. "THE IMPLEMENTATION EXPERIENCE OF STUDENTS MOBILE TRAINING IN THE FUNDAMENTALS OF LEADERSHIP AS A RESOURCE-ORIENTED FORM." Information Technologies and Learning Tools 78, no. 4 (September 11, 2020): 116–31. http://dx.doi.org/10.33407/itlt.v78i4.3097.
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In the article, the authors consider mobile learning as a form of resource-based learning of university students in the study of professionally-oriented disciplines. The advantages of mobile learning are revealed: using the latest technology in training; using lightweight, compact, portable devices in training; delivering blended, resource-oriented learning; providing a quality support for training in any format; teaching students with special needs; reducing the costs of educational support; using the new ways of educational content developing; providing the continuous targeted support for the educational process; creating a fun, exciting and comfortable learning experience. The conditions necessary for organization of mobile education in the educational environment of a modern university are described: availability of mobile devices for students and teachers; access to developed electronic educational resources (electronic textbooks and manuals, educational websites, distance learning courses); organization of feedback between the teacher and the student. On the example of the discipline "Fundamentals of Leadership" at the University of Ukoopspilks "Poltava University of Economics and Trade" (PUET), Ukraine, the authors propose ways of organizing mobile learning for distance students. The developed distance course (via distance learning platform Moodle) and the electronic manual on "Fundamentals of Leadership" for mobile devices (program Dr.Explain) are offered. The opportunities and benefits of Dr.Explain program, which allows you to create e-learning manuals for mobile learning, are demonstrated. The article states that Dr.Explain is a convenient and effective tool / aid for developing a variety of electronic educational resources, ranging from electronic lectures and manuals to complete electronic courseware package and educational Internet resources. The authors emphasize that for mobile learning, it is necessary to create electronic teaching aids in the formats supported by mobile devices.
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Polupan, Ksenia L. "Interactive Intellectual Environment as a Digital Technology of Continuous Education." Higher Education in Russia 27, no. 11 (December 21, 2018): 90–95. http://dx.doi.org/10.31992/0869-3617-2018-27-11-90-95.
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The article presents the experience of developing technology that ensures effective digital quality control of continuous education, development of intellectual abilities and professional competencies both of students and teachers. A description of the substantive changes in control, self-development and activity processes is given. The developed technology makes it possible to completely change the control of educational and research activities not only of a student, but also of a teacher, providing an opportunity for personal design of the educational route. In the context of presence of all the subjects of the educational process in the environment, the scheme for obtaining new knowledge is fundamentally changing; this is achieved by joint actions, since the basis of an interactive intellectual environment is an interaction, a constant exchange of information, opinions, decisions, experience. Such environment has a developing character; it promotes the formation of project and heuristic skills as well as skills associated with finding and implementing non-standard solutions in professional activities. Continuous feedback distinguished by an individual approach and a high differentiation of education by means of providing each student with a personal teacher, tutor, whose role is fulfilled by a computer.