Journal articles: '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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Han, Jun, and Zhuzhu Wang. "Capability building in educational technology for teachers in China." British Journal of Educational Technology 41, no. 4 (June 14, 2010): 607–11. http://dx.doi.org/10.1111/j.1467-8535.2010.01089.x.

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Ntuli, Esther. "Instructional Technology Courses in Teacher Education." International Journal of Information and Communication Technology Education 14, no. 3 (July 2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.

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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

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Özyalçin Oskay, Özge. "PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 84–92. http://dx.doi.org/10.33225/pec/15.63.84.

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In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fostering Teacher Index Scale” which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers’ perceptions on their technology skills, “Application Based Educational Technology and Material Development Skills Scale” consisting 46 items and developed by Akgül (2010) was used. Descriptive Statistics of “Creativity Fostering Teacher Index Scale” and “Application Based Educational Technology and Material Development Skills Scale” show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers’ creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course. Key words: creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers, project based educational technology and material development.

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Kenttälä, Veera, and Marja Kankaanranta. "Building ground for flexible use of educational technology." Information Technology, Education and Society 17, no. 1 (July 1, 2020): 21–40. http://dx.doi.org/10.7459/ites/17.1.03.

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Technology has been available for use in schools for several decades. Nevertheless many schools and teachers are still pondering issues related to integration of Information and Communication Technology (ICT) into education. While ICT is used in classroom education, integration of technology into teaching and learning has not yet been achieved. This study analyzes the barriers to educational technology use and what measures are taken to overcome them. Digitalisation is not merely a question of providing equipment, but rather a change in ways of thinking and learning, and the support offered to teachers should take this into consideration.

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Smarkola, Claudia. "Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers." Journal of Educational Computing Research 37, no. 1 (July 2007): 65–82. http://dx.doi.org/10.2190/j3gm-3rk1-2907-7u03.

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This study investigated 160 student teachers' and 158 experienced teachers' self-reported computer usage and their future intentions to use computer applications for school assignments. The Technology Acceptance Model (TAM) was used as the framework to determine computer usage and intentions. Statistically significant results showed that after completing a student teaching practicum, students have greater intentions to integrate computer applications into their lessons. Both student and experienced teachers perceived computer usage as useful for their classroom lessons. No differences between the teacher groups were found for computer usage activities (i.e., student assignments, teacher-led classroom lessons, and administrative work). However, experienced teachers used spreadsheets and subject-specific and educational software to a greater extent than did student teachers. Practical suggestions are made for teacher preparation programs and educational technology researchers. Recommendations propose the expansion of TAM to include behavioral control issues when dealing with teachers.

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Liu, Chuan Jin. "Research on Professional Development of PE Teachers from the View of Modern Educational Technology." Advanced Materials Research 187 (February 2011): 122–26. http://dx.doi.org/10.4028/www.scientific.net/amr.187.122.

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With the development of educational information, education capability has become an important tool to measure teachers’ professional level. Nowadays, modern educational technology can not only provide modern means for PE teaching but also accelerate the process of PE teacher’s professionalization. This paper starts from the relation between content of PE teacher’s professionalization and modern educational technology, explores the requirements of modern educational technology for PE teacher’s professionalization and analyzes new features of its development under the environment of modern educational technology.

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CAGILTAY, Kursat, Hasan CAKIR, Necdet KARASU, Ömer Faruk ISLIM, and Filiz CICEK. "Use of Educational Technology in Special Education: Perceptions of Teachers." Participatory Educational Research 6, no. 2 (November 29, 2019): 189–205. http://dx.doi.org/10.17275/per.19.21.6.2.

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Şimşek, Ömer, and Taha Yazar. "Investigation of teachers' educational technology standards self-efficacy." Pegem Eğitim ve Öğretim Dergisi 7, no. 1 (December 30, 2016): 23–54. http://dx.doi.org/10.14527/pegegog.2017.002.

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The main purpose of the research is to investigate educational technology standards self-efficacy (ETSSE) of teachers. Quantitative research methods, namely he survey and correlational (prediction) research designs, were used in the study. The participants of the research are constituted of teachers (n=419) who served at secondary (n=10) and high schools (n=6) in the nearby districts of Diyarbakır, in the spring semester of 2014-2015 academic year. While no significant differences were found in the ETSSE and all sub-dimension mean scores with regard to level of school teachers serve in, teaching experience and their degree of learning, the scores of ETSSE significantly differentiated in terms of teachers' gender and branches. According to the regression analysis, the attitudes towards using technology in education and level of developing materials for lessons had the most important relation in explaining ETSSE scores (R=.47; Adjusted R2=.22; p=.00). When the views of the teachers are investigated with regard to their ICT usage: in planning and preparation for the course, in designing the course content, in the course of instruction, measurement and evaluation process; ETSSE scores were differentiated in support of the teachers who used ICT in all the process of the lessons than the others who used ICT in one or two different processes.

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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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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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Marwan, Ardi, and Trudy Sweeney. "Teachers' perceptions of educational technology integration in an Indonesian polytechnic." Asia Pacific Journal of Education 30, no. 4 (December 2010): 463–76. http://dx.doi.org/10.1080/02188791.2010.519554.

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Trubavina, Iryna, Ludmyla Petryshyn, Andrew M. Cwer, Jozef Polacko, Grygorii Monastyrskyi, Vitalii Kultchyckyi, Oleksii Mirshuk, and Yulia Medvid. "Content substantiation of the regional advanced training educational program “Kaizen Technology”." SHS Web of Conferences 104 (2021): 01006. http://dx.doi.org/10.1051/shsconf/202110401006.

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The relevance of the article is related to the need to modernize school education in Ukraine in the context of reform on the basis of the best world standards and models. The purpose of the article is to reveal the essence of Kaizen technology in secondary education, to substantiate the content of the regional educational program of teachers’ professional development on this basis. The research methods are theoretical analysis, synthesis, modeling, systematization, generalization and survey. The results of the research are following: the essence of the possibilities of Kaizen technology in secondary education is revealed, the complex of approaches to the program content development is determined and its content is substantiated. There are three modules such as “The essence and origins of Kaizen technology”, “Lean-education”, “Management in education based on Kaizen technology”. Conclusions: Kaizen technology is a long-term strategy of personal development, based on the creativity of the teacher; mastery of Kaizen is carried out in three stages; the updated content of teacher advanced training is based on a set of scientific approaches; the criterion for the effectiveness of Kaizen technology and its purpose is the professional readiness of teachers for creative and constructive professional activity and continuous self-development.

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Woodward, John, and Russell Gersten. "Innovative Technology for Secondary Students with Learning Disabilities." Exceptional Children 58, no. 5 (March 1992): 407–21. http://dx.doi.org/10.1177/001440299205800505.

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During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

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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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Nantschev, Renate, Eva Feuerstein, Rodrigo Trujillo González, Israel Garcia Alonso, Werner O. Hackl, Konstantinos Petridis, Evangelia Triantafyllou, and Elske Ammenwerth. "Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education." Education Sciences 10, no. 12 (November 26, 2020): 354. http://dx.doi.org/10.3390/educsci10120354.

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The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.

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Vaganova, Olga I., Ludmila A. Sundeeva, Elena Yu Ponomareva, Julia A. Kulagina, and Anna V. Lapshova. "Round table technology in university educational process." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 50–56. http://dx.doi.org/10.34069/ai/2020.28.04.6.

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The process of building students' competence must meet modern requirements and include the use of innovative technologies. The development trends of modern society have led to the emergence of a competency-based approach in vocational education. In the process of building professional competence, it is necessary to use technologies that meet the requirements of the Federal state educational standards which contribute to the development of practical focus of training. Among such technologies we single out technologies for holding a round table. The technologies of the round table are not new, but due to combination with various innovative technologies, they become more relevant. The implementation of the round table in the training of vocational education teachers is a discussion process that speculates about a relevant topic requiring a comprehensive analysis. Modern conditions provide arrangements of round tables with their own specifics. The purpose of the article is to identify the effectiveness of holding round tables in students’ preparation in higher educational institutions. The article presents basic principles on which the technology of the round table is based, its ideas and essence, as well as the features of its holding. A study conducted at a pedagogical university during the training of vocational education teachers is presented. It showed the need for implementing round-table technologies in preparing students for future professional activities, as the ones allowing students to build effective discussions, negotiate based on arguments and facts. We have identified the effectiveness of the "round tables" in the training of students in higher educational institutions. The study made it possible to establish the level of students’ preparedness for conducting effective discussions for the implementation of future professional activities in secondary vocational educational institutions. The technology of the round table allows to increase the knowledge level of students. The results can be used in students’ training in various faculties.

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Eicker, Friedhelm. "Teaching and Studying Technology." Industry and Higher Education 20, no. 6 (December 2006): 421–32. http://dx.doi.org/10.5367/000000006779882959.

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Work and technology are – at least in all industrialized countries – characterized by continuous and fundamental change. This change has to be reflected in the education of technical workers. Engineering pedagogy must identify new demands and ensure that they are addressed in the design of technical education. To this end, engineering teachers in businesses, universities, schools and at other educational facilities discuss and test modified or new technical education concepts. This paper argues for an educational approach in which the focus is on the cooperative development of course content with the learner and the regional relevance of what is taught and learned. Engineering and other technical education and training must be demand-driven rather than supply-led. The paper examines how this can be achieved. The discussion is based on experiences in regional and international projects for the advancement of technical education and teacher training.

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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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Hawthorne, Sue. "New Ways with Technology in the Twenty-First Century." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 289–92. http://dx.doi.org/10.2304/ciec.2002.3.2.9.

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In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

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Danilaev, D. P., and N. N. Malivanov. "The Technology Education System Staffing: Problems and Solutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (January 28, 2021): 60–72. http://dx.doi.org/10.31992/0869-3617-2021-30-1-60-72.

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The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technical aspects. The important segment of technology education is training of technical specialists without pedagogical background to work at schools and universities, as well as training of school teachers and university lectures based on the modern technological order. In this regard, a new look at the IGIP programs is possible, these program goals and objectives interpretation should be applied to the teacher training within the system of high-school technological education.The article considers the approaches to solving the problems of high-school technological education system staffing, presents the comparative analysis of the current educational programs. The experience in training technical university teachers, masters of industrial instruction, technology teachers should be adjusted in accordance with the global changes in science, technique and technology.

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Glenn, Allen D. "Technology and the continuing education of classroom teachers." Peabody Journal of Education 72, no. 1 (January 1997): 122–28. http://dx.doi.org/10.1207/s15327930pje7201_6.

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Young-Min Kim, Changhoon Lee, and 김현정. "Analysis of Perceptions and Educational Needs by Technology Teachers about Informal Technology Education Program." Journal of Korean Practical Arts Education 18, no. 4 (November 2012): 185–206. http://dx.doi.org/10.17055/jpaer.2012.18.4.185.

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Hughes, Joan E., Shantia P. Kerr, and Ann Ooms. "Content-Focused Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration." Journal of Educational Computing Research 32, no. 4 (June 2005): 367–79. http://dx.doi.org/10.2190/2n87-8aga-bj3d-46q8.

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Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning. Longitudinal case studies of participating middle-school teachers reveal individual learning and technology integration accomplishments that were also inextricably linked to the group. The distributed nature of technology learning and integration evidenced in the cases raised the issue of whether teachers need to learn to operate the technology in order to integrate technology for student learning and the issue of sustainability when there is high reliance on participants outside the school organization during learning. The peer-supported learning also raised the wider societal issue about the role of teachers and highlighted the modest existence of professional learning communities in educational institutions. We recommend establishing technology inquiry groups within K-12 school settings and in teacher education courses.

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Xu, Ling, and Wei He. "The Application of QQ Group in Modern Educational Technology Course." Applied Mechanics and Materials 380-384 (August 2013): 2544–47. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2544.

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The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

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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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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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Çoklar, Ahmet Naci, and Işıl Kabakçı Yurdakul. "Technology Integration Experiences of Teachers." Discourse and Communication for Sustainable Education 8, no. 1 (June 1, 2017): 19–31. http://dx.doi.org/10.1515/dcse-2017-0002.

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AbstractTeachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The problems that the teachers faced in the processes of technology integration were mostly related to issues connected with the access to technology and technology proficiency.

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Baena-Morales, Salvador, Rosabel Martinez-Roig, and María J. Hernádez-Amorós. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept." Sustainability 12, no. 24 (December 10, 2020): 10309. http://dx.doi.org/10.3390/su122410309.

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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Sheludko, Inna. "Achievements In Training Of Future Technology Teachers: European Experience." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 92–96. http://dx.doi.org/10.1515/rpp-2015-0046.

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AbstractThe article discusses the possibilities and prospects of using the experience of training future technology teachers in European countries. Its structure and content in accordance with national traditions and European standards led to the success of the educational components of the European Higher Pedagogical School. This fact encourages local scientists and teachers to identify ways of educational achievements use in European education system of technology teachers training. According to the above, we have defined the following tasks: summarize the progressive trends and approaches to quality training of European teachers of technology in national high school; formulate guidelines that will help improve training efficiency of Ukrainian technology teachers and, consequently, ensure the successful integration of the national educational system to the European Higher Education Area.

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Khitryuk, Vera Valerevna. "Inclusive education: educational technology readiness of formation of perspective of teachers." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 100–112. http://dx.doi.org/10.51314/2073-2635-2015-1-100-112.

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The article reveals the essence of a meta-competence-contextual technology (MCCT) of formation inclusive readiness of the perspective teachers; conceptual part, the content of education, procedural (technological) characteristics, software and methodological support and criterion-evaluation part of the technology are justified; classification parameters are formulated.

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Yang, Dazhi, and Shannon Skelcher. "Improving Teachers' Understanding of Theoretical Foundations of Technology Use." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 113–27. http://dx.doi.org/10.4018/ijicte.2019100108.

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Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.

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Keengwe, Jared, and Grace Onchwari. "Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers." Early Childhood Education Journal 37, no. 3 (September 3, 2009): 209–18. http://dx.doi.org/10.1007/s10643-009-0341-0.

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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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Huang, Kun, Ian A. Lubin, and Xun Ge. "Situated learning in an educational technology course for pre-service teachers." Teaching and Teacher Education 27, no. 8 (November 2011): 1200–1212. http://dx.doi.org/10.1016/j.tate.2011.06.006.

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Shi, Zhixing, and Junjie Ma. "The Prospect and Introspection of Technology Educational Innovation." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 144–47. http://dx.doi.org/10.26689/jcer.v5i8.2452.

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The development and popularization of online classroom is an inevitable trend given the tremendous progress of science and technology and the advent of 5G information era. In this special period, if possible, most of the offline classes are converted to online classes, using tablets or computers for online classes. Online classes are divided into video class and live class, which provides convenience and security. However, online classroom is limited by factors, such as low efficiency and the fact thar teachers can’t supervise students’ actual situation. Thus, the gradual popularization of virtual reality (VR) classroom has slowly improved the immersive classroom experience of students and teachers. This paper attempts to analyze the problems existing in students’ online classroom learning in the special period, and whether the interaction between teachers and students can improve the classroom efficiency. VR classroom provides more benefits, and at the same time, this new teaching mode comes with improved basic equipment required by VR classroom. Traditionally, library is the obvious choice for students to look for additional information and references, which is however not a convenient option at present. The emergence of mobile online library has undoubtedly made learning easier. The research may help to study the influence of the development of science and technology on the real education mode.

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Zaghloul, H. S., and M. D. Rabeh. "Educational media and educational technology within specific education in Egypt and KSA: Challenges and prospects for development." Education and science journal 22, no. 1 (February 5, 2020): 170–92. http://dx.doi.org/10.17853/1994-5639-2020-1-170-192.

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Introduction. The technological development of media has a growing impact on various spheres of life, including education. New technologies enhance access to information and could affect the quality of training. The term “media education” was developed. Media education implies the study of impact and the use of media (press, television, radio broadcasting, advertising, the Internet with all its applications) not only by specialists in this field, but also by ordinary consumers of information for critical perception and good application. These media tools make the static and passive learning process more dynamic and interactive inside and outside the school. In specific education (musical, theatrical, sports, etc.), educational media combined with traditional techniques also begin to be involved as the tools, which motivate students for studies. Above all, educational media provide greater opportunities to identify students’ talents, to develop their abilities and skills (e.g., language, vocal, designer, household, etc.).The aim of the present analytical study is to diagnose the problems of carrying out professional activities and to study the needs of teachers, specialising in educational media and working in specific pre-university education systems in Egypt and Saudi Arabia.Methodology and research methods. Data collection was carried out by means of a survey questionnaire that was administered to a sample consisting of 100 teachers (50 from Egypt and 50 from KSA) working at various pre-university education levels in both countries.Results and scientific novelty. The results revealed that the major obstacles facing Egyptian teachers lied in budgetary and facilities shortage. Saudi teachers, however, were hindered by the administrative deficiency, lack of competencies in the use of the latest, constantly improving educational media and lack of in-service professional development. Moreover, all the participants reported the pivotal need to offer continuing professional in-service training opportunities for educational media and educational technology specialists. For experts in the field of educational media technologies, the advantages and benefits of this tool are obvious when conducting extra-curricular classes and activities, which allow providing more intensive intellectual development of students, as well as strengthening discipline and improving children behaviour.Practical significance. The authors formulated the recommendations on reforming the system of specific educational services, improving their quality due to the fastest, synchronous promotion of technological innovations, implementation of modern equipment and support of teachers’ competencies at the proper level. The importance of media education development actualises the creation of academic programmes at universities for the training of qualified teachers in the field of specific education, especially for countries, which do not have the same experience of training, since media education is becoming compulsory in the contemporary world, increasingly affecting the formation of individuals, culture and society. A number of proposals have been made to continue research in this direction.

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Lamanauskas, Vincentas, Violeta Slekiene, Gabriel Gorghiu, and Costin Pribeanu. "BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 2 (December 15, 2019): 80–88. http://dx.doi.org/10.48127/gu-nse/19.16.80.

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Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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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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Al-Shehri, Saleh. "Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?" International Journal of Emerging Technologies in Learning (iJET) 15, no. 06 (March 27, 2020): 108. http://dx.doi.org/10.3991/ijet.v15i06.12655.

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Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

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Kozak, L. "PEDAGOGICAL MONITORING AS TECHNOLOGY OF MANAGING QUALITY OF EDUCATION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 40–45. http://dx.doi.org/10.28925/2311-2409.2018.30.4045.

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The article shows problematic issues of preschool education qualities; the essence and peculiarities of pedagogical monitoring as a technology of quality management education are considered. The pedagogical monitoring is continuous, long-term observation, control and evaluation of educational process and self-management as well as forecasting the dynamics of its development by analyzing the received data. Pedagogical monitoring refers the technology of educational activity; it focused on obtaining objective information of the course and results of the educational process, forecasting its development and management. The objects of monitoring can be both separate subsystems of education, as well as various aspects and processes taking place in this system: the content of education, educational process and its results, the quality of teachers’ activities, quality of management, the quality of mastering of academic disciplines, the formation of personal qualities of graduates. The main purpose of monitoring is to promptly identify all changes taking place in the field of education and predict further ways of developing the education system. Based on monitoring data it becomes possible to carry out correction of the activity of various sections of the functioning of the educational system, and increase the skill of teachers. The article highlights the process of organization and application of monitoring in the system of preschool education.

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

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