Relevant bibliographies by topics / Educational technology Educational technology Teachers Education

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

Academic literature on the topic 'Educational technology Educational technology Teachers Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Educational technology Educational technology Teachers Education"

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Serik, M., G. Nurbekova, and J. Kultan. "Big data technology in education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.
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Vukadinovic, Gordana Zinovic. "Educational Technology and Teachers: The Yugoslavian Experience." Educational Media International 23, no. 3 (September 1986): 116–19. http://dx.doi.org/10.1080/0952398860230304.

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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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Blankson, Joseph, Jared Keengwe, and Lydia Kyei-Blankson. "Teachers and Technology." International Journal of Information and Communication Technology Education 6, no. 1 (January 2010): 45–54. http://dx.doi.org/10.4018/jicte.2010091104.

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In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.
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Cuong, Viet Tran, and Quang Hong Le. "Determining characteristics of teachers, students and educational managers in the 4.0 educational context." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 16–21. http://dx.doi.org/10.52296/vje.2020.75.

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The objective of the study is to identify the characteristics of school administrators, teachers, and students in the 4.0 educational context. The study used research method from a qualitative perspective, using a basic qualitative research model. The study participants consisted of 10 lecturers selected according to the snowball method. The study data were collected through a semi-structured interview. Content analysis techniques will be used to analyze the data. We hope that the Education 4.0 revolution can be realized in Vietnamese education system. As a result, open access, personal education, idea transformation, digital integration into education, open learning environments, lifelong learning, discovery education, and multidisciplinary education are the main components of educations 4.0. It has been found that the key qualities expected from the students of Education 4.0 are interpersonal skills, technology skills, study skills, and personal style. The main qualities expected from the teachers in educations 4.0 are technology skills, instructional skills, lifelong learning skills, and personal style. Finally, the main qualities expected from school administrators in Education 4.0 are instructional skills, technology skills, learning skills.
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Stošić, Lazar. "THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 111–14. http://dx.doi.org/10.23947/2334-8496-2015-3-1-111-114.

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Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.
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ROY, ABHIPRIYA. "TECHNOLOGY IN TEACHING AND LEARNING." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 414–22. http://dx.doi.org/10.31686/ijier.vol7.iss4.1433.

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Christian Louis Lange once said, "Technology is a useful servant but a dangerous master." The effective use of technology in education has changed the face of education and it has created more educational opportunities. Both teachers and students have benefited from various educational technologies, teachers have learned how to integrate technology in their classrooms and students are getting more interested in learning with technology.The use of technology in education has removed educational boundaries, both students and teachers have collaborated in real time using advanced educational technologies. However we need to make sure that technology is used by teachers only to facilitate the learning process, not to replace the teachers. Extensive use of technology acts as an impediment to the systemized to the teaching-learning process. Recent advancements in educational technologies have yielded positive results in our education sector. New educational technology supports both the teaching and learning processes. Technology has digitized classrooms through digital learning tools like computers, ipads, smartphones, smart digital whiteboards. It has expanded course offerings, and has increased student's engagement and motivation towards learning. This paper deals with the problems faced by teachers while teaching English in the traditional methods. It propounds five new language games to teach syntax structures to the learners by incorporating technology. Keywords: impediment, integrate, syntax structures
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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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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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Dissertations / Theses on the topic "Educational technology Educational technology Teachers Education"

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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

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Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.

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Parton, Becky Sue. "Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5352/.

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The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.
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Strickland, Jennifer Spink. "An exploration of the integration of technology into teacher education." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054699006.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains ix, 143 p. Includes abstract and vita. Advisor: Suzanne Damarin, College of Education. Includes bibliographical references (p. 135-143).
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Kelceoglu, Ilknur. "An exploratory study of first year elementary teachers' utilization of technology." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164813945.

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Weber, Tricia Anne. "Playfulness and Technology Attitude| Correlations among In-service Elementary Teachers." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974133.

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Despite growth in the elementary classroom, the level of technology adoption by some teachers falls short of levels sought by educational stakeholders. To address this disparity, the purpose of this correlational study was to identify if, and to what extent, a correlation exists between elementary teachers’ adult playfulness factor levels and their attitude toward technology in the teaching-learning process. The theoretical lenses of the technology acceptance model and the five-factor model of personality guided the research. A convenience sample of 106 teachers was drawn from California educational organizations who permitted their in-service kindergarten through fifth grade teachers to be invited to complete a web-based, self-reported survey. A significant, negative correlation was observed between the playfulness factor of creativity and teachers’ attitude toward technology in the teaching-learning process at the .05 error probability level (rs = -.20, p = .040), but not significant at the Benjamini-Hochberg correction critical value of .01, nor significant at the Bonferroni corrected error probability level of .01. Although no significant relationships between the variables were found, administrators and staff developers may find the potential relationship between an aspect of personality and technology attitude helpful in encouraging increased levels of technology adoption by considering teachers’ personal characteristics. Opportunities for future research and practice are discussed.

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Campbell, Eduard. "Pre-service teachers' perceptions and practices: integrating digital literacy into English education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22765.

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Teachers are increasingly expected to use digital resources to facilitate learning. Recent research in Higher Education has indicated the existence of a digital divide among students. With the changing role of the English teacher as a facilitator of critical skills and the traditional centrality of literacy to the English classroom, digital literacy has an integral place in English teacher education, despite its absence from the current South African English curriculum. However, integrating digital literacy is challenging and often resisted by teachers. This qualitative case study provides a detailed description and analysis of how pre-service English teachers perceived their own, their learners' and other teachers' digital literacy practices, and how these perceptions relate to their own practices. The study is informed by post-structuralist theory, drawing on the New Literacy Studies (NLS), which views literacy as embedded in social practice, imbued with power and highly dependent on context. It is believed that gaining a deeper understanding of perceived and actual digital literacy practices within specific contexts could lead to an in-depth knowledge of how digital literacy may be integrated in teacher education. The case comprises four English Method students at a relatively elite South African university who were enrolled for the Postgraduate Certificate in Education (PGCE) professional qualification. The participants viewed their own proficiency in digital literacy as limited. The data were gathered from four sources: the participants' detailed lesson plans where digital literacy has been integrated; their reflections upon these lesson plans; questionnaires providing background on their biographies and experiences with technology and a focused group interview. The study found that the participants associated some digital resources with their own and their learners' private lives and therefore did not recognize the value of these resources as educational tools. In addition, the participants experienced the internet as overwhelming and conflated digital literacy with 'Internet Literacy'. They did not find good examples of practice from other teachers at the schools where they undertook their teaching practicals. The way they perceived their learners' practices could have serious consequences for how they facilitate learning and negotiate power differentials in the classroom. Drawing on these findings, the thesis ends with a framework for the integration of digital literacy into teacher education. The framework draws on insights from Authentic Learning, New Literacy Studies and constructivist notions of learning to propose a carefully-scaffolded model which starts with students' own internet practices and provides models and authentic tasks in order to show them the affordances of digital literacy for promoting learning in the English classroom.
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Warr, Melissa C. "Teachers' Adoption of Learner-Centered Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6569.

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In this thesis, I describe research on teachers' experiences with learner-centered technology. Specifically, this research investigated teachers' experiences with adoption of the learner-centered tools available from Imagine Learning, an online elementary school literacy program. This thesis includes an extended literature review describing learner-centered classrooms, technology integration, and models of technology adoption, followed by a journal-ready article that describes teachers' experiences throughout the process of adopting Imagine Learning. Finally, I provide a description my experiences throughout this project as well as a proposal for future areas of study.
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Sawyer, Laura M. "Perceptions and Practice| The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273177.

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This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix- Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.

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Uzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.

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This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).

The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.

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Books on the topic "Educational technology Educational technology Teachers Education"

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Kleiner, Brian. Educational technology in teacher education programs for initial licensure. [Washington, D.C.]: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2007.

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National educational technology standards for teachers. 2nd ed. Washington, DC: International Society for Technology in Education, 2008.

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Education, International Society for Technology in. National educational technology standards for teachers. 2nd ed. Washington, DC: International Society for Technology in Education, 2008.

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National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: International Society for Technology in Education, 2002.

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McKenzie, Jamieson A. How teachers learn technology best. Bellingham, Wash: FNO Pess, 1999.

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Keeping pace with technology: Educational technology that transforms. Cresskill, N.J: Hampton Press, 2002.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Book chapters on the topic "Educational technology Educational technology Teachers Education"

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Loveland, Thomas. "Educational Technology and Technology Education." In Technology Education for Teachers, 115–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_6.

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O’Hagan, Peter. "A Teachers View of Educational Technology." In Advanced Educational Technology in Technology Education, 113–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_7.

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

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Jin, Yi. "What Else Did Pre-service Teachers Learn in a Maker Education Course in a Teacher Education Program Beyond Content?" In Educational Technology Beyond Content, 207–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37254-5_18.

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Mays, Tony John. "Teaching the Teachers." In Lecture Notes in Educational Technology, 163–76. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7869-4_11.

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Vekiri, Ioanna. "Teacher Preparation for Educational Technology." In Research on e-Learning and ICT in Education, 245–61. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6501-0_16.

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Fossland, Trine, and Cathrine E. Tømte. "Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology." In Higher Education Dynamics, 57–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_4.

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Orlando, Joanne. "Extending Understandings of Educational Technology: Teachers’ Critiques of Educational Technology as Important Intellectual Capital for Researchers." In Critical Perspectives on Technology and Education, 51–68. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137385451_4.

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Nyboer, Jody. "Beyond Bricks and Mortar: Attributes of the School Environment That Teachers Relate to Creative Instruction." In Educational Technology Beyond Content, 193–206. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37254-5_17.

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Saldivar, Manuel Gerardo, Keith E. Maull, Benjamin R. Kirshner, and Tamara R. Sumner. "A Two-Dimensional Framework for Evaluating Teachers’ Technology Adoption." In Educational Media and Technology Yearbook, 49–65. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_5.

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Conference papers on the topic "Educational technology Educational technology Teachers Education"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Zhang Liqin and Wan Chunhui. "The program of educational technology ability building for vocational education teachers." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926562.

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Koohang, Alex, Tom Seymour, Robert Skovira, and Gary DeLorenzo. "Panel Discussion: Challenges of Open Educational Resources." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3050.

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Open Education Resources (OERs) are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for noncommercial purposes. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabi, curricula and teachers' guides.” UNESCO (2002, paragraph 3)
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Ploj Virtič, Mateja, and Kosta Dolenc. "EVALUATING THE POTENTIALS OF ICT INTEGRATION IN TEACHING WITH THE AIM OF INTENTIONALLY DEVELOPING COMPETENCIES FOR THE 21ST CENTURY IN PUPILS." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.77.

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With an increasing impact of information and communication technology (ICT) on the way we live and work, the educational institutions also try to transform educational curricula and learning environments in order to fill the technological gap that has emerged in the field of education. This conversion process requires the effective integration of technology into an existing learning environment, and in the first place train the teachers, whose role in the classroom completely changes by introducing technology. The paper presents an example of integrating innovative pedagogy in the process of future teachers’ education and qualitative research, which examines the usefulness of ICT in learning activities for intentional development of competencies for the 21st century learners. Key words: ICT, learning activities, learning environment, modern technology.
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Shuklina, Elena, and Maria Pevnaya. "EDUCATIONAL RISKS IN THE ASSESSMENTS OF HIGHER EDUCATIONAL TEACHERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1360.

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González Alfaya, María Elena, Julia Rodríguez Carrillo, María Ángeles Olivares García, and Rosario Mérida Serrano. "INSPIRATIONAL SESSIONS AS AN EDUCATIONAL STRATEGY IN HIGHER EDUCATION FOR FUTURE EARLY CHILDHOOD EDUCATION TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0894.

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Singh, Baldev. "Enroute to Managed Learning Environment: A Case Study Of Lyallpur Khalsa College Jalandhar India." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2992.

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Managed Learning Environment (MLE) uses technology to enhance and make more effective the network of relationships between learners, teachers and organizers of learning, through integrated support for richer communications and activities”. Educational institutions are faced with the challenge of setting up of a hi-tech infrastructure and preparing a new generation of teachers to effectively use the new learning technology based tools in their teaching practices. For managed learning teacher education programmes, managed learning environment requires the acquisition of new resources, expertise and careful planning. The Managed Learning Environment enables any student or teacher to collaborate with educators, evaluate academic performance and access learning resources at any time to achieve their educational objectives. This paper also highlights the adequate implementation of MLE at Lyallpur Khalsa College.
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Arroio, Agnaldo. "MEDIA LITERACY SUPPORTING TEACHER´S EMPOWER DEVELOPMENT BY VIDEO PRODUCTION IN THE REPUBLIC OF MOZAMBIQUE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.11.

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Media Literacy is recognized as an essential area to promote critical view for citizens, to promote a democratic society in which citizens are able to consume critically the mass media but also to express themselves by this media as producers. An educational program was designed to support teachers’ empowerment in using different media into the classroom in The Republic of Mozambique. To collect data, a pre and post questionnaire were applied, interviews and the videos produced during the course. According to the results showed, the decentralization of pedagogical tools production was really important achievement from this educational program. Key words: media literacy, ICT, teacher education.
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Hosseini, Zahra, and Jani Kinnunen. "INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end086.

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Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
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Reports on the topic "Educational technology Educational technology Teachers Education"

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Goldin, Claudia, and Lawrence Katz. The Race between Education and Technology: The Evolution of U.S. Educational Wage Differentials, 1890 to 2005. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12984.

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Coflan, Caitlin Moss, and Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316852.

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