Relevant bibliographies by topics / Teacher Preparedness Educational Resources

Contents

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

Academic literature on the topic 'Teacher Preparedness Educational Resources'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Teacher Preparedness Educational Resources"

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Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (2020): 60–100. http://dx.doi.org/10.46425/j119016107.

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This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.
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Karna, Wioleta, and Ireneusz Stefaniuk. "Teachers' Perspectives on Handling Socio-Political Issues in the Classroom." ‪Iranian Journal of Educational Sociology 7, no. 2 (2024): 65–71. http://dx.doi.org/10.61838/kman.ijes.7.2.9.

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Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different
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Shabir, Ahmad Bhat. "ICT FOR EDUCATIONAL EQUITY IN THE 21ST CENTURY." Stochastic Modeling & Applications 26, no. 3 (2022): 132–41. https://doi.org/10.5281/zenodo.12703169.

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Education is more than the mere transmission of knowledge; it is a dynamic process that empowers individuals to think critically, innovate and contribute meaningfully to a rapidly evolving global scenario. Educational equity ensures that every learner, irrespective of their background, enjoys equitable access to opportunities and resources essential for a holistic and empowering education. This qualitative research employed a purposeful sampling technique with a sample size comprising 50 students, 30 teachers, 10 administrators, 10 IT professionals and 10 Teacher
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Chidiebere. R. Onyia. "Teacher preparedness for experiential learning in Owo smart green school: A perceptual analysis." International Journal of Science and Research Archive 16, no. 1 (2025): 1834–45. https://doi.org/10.30574/ijsra.2025.16.1.2195.

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This study examines teacher preparedness for experiential learning within Owo Smart Green School, a flagship institution in Enugu State smart green school initiative, completed with data from all 40 teachers. The research addresses a gap in understanding how technological infrastructure influences teacher readiness in a developing context, where innovative pedagogies like experiential learning are increasingly prioritized. Employing a descriptive case study design, the study utilized a survey-only methodology, collecting data through a structured questionnaire with Likert-scale items and open-
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Nurmakhanov, Kayrat Erpayizovich. "THE ROLE AND READINESS OF TEACHERS IN THE IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCES." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 247–49. https://doi.org/10.5281/zenodo.14859445.

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This article analyzes the role of teachers and their level of preparedness in the process of implementing electronic educational resources. As the importance of digital technologies in the modern education system continues to grow, teachers' adaptation to these changes becomes a crucial factor. The article discusses the advantages of electronic educational resources, the competencies required by teachers, and the challenges encountered in this process.
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Wang, Lu, and Carter Adkins. "A Preliminary Analysis of Indiana Schools’ Implementation of Virtual Instruction and CS Education in the 2020-2021 School Year." Hoosier Science Teacher 47, no. 2 (2024): 14–21. https://doi.org/10.14434/thst.v47i2.38435.

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Two datasets, published by the Indiana Department of Education (IDOE) related to Indiana schools’ implementation of virtual education and computer science (CS) instruction during the 2020-2021 school year, were analyzed. This research aims to explore schools’ virtual instructional practices during the unprecedented educational disruptions and understand the preparedness and execution of CS curricula. With quantitative and qualitative approaches, we first evaluated the percentages of different instructional modes, school districts’ implementation of virtual instruction, their support for studen
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Mara, Daniel, Elena-Lucia Mara, Mușata Bocoș, et al. "Are Digital Education Resources Meeting the Preliminary Needs of „R.E.D. Teacher EDucation” Project?" Revista Romaneasca pentru Educatie Multidimensionala 16, no. 4 (2024): 70–96. https://doi.org/10.18662/rrem/16.4/908.

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This study evaluates the preparedness of Romanian public pre-university teachers for digital pedagogy training as part of the R.E.D. Teacher Education project, which aims to enhance lifelong learning and educational quality, in alignment with European Union (EU) standards and Sustainable Development Goal 4 (SDG 4). Data were collected from 1,864 educators through a structured questionnaire aligned with global digital competency frameworks. Results indicate a strong interest in digital tools, though challenges remain, particularly in fostering collaboration and ensuring equitable access to digi
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Sekegor, Crescentia Ojenikoh. "Preparedness, availability, and usage of Information Communication Technology among college pre-service teachers during teaching practice exercises." Mosogar Journal of Science Education 10, no. 1 (2025): 5–11. https://doi.org/10.5281/zenodo.15381230.

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<em>The study investigated ICT skill preparedness, availability of ICT infrastructure and resources, and the usage of ICT skills by pre-service teachers in secondary schools for internships in Delta State. The study used a descriptive survey design and a structured questionnaire to collect data. 120 student-teachers were randomly selected from 10 schools, using a stratified sampling method, from the list of schools that posted students. Three research questions were raised and answered by using descriptive statistics. A test of significance was done using Pearson&rsquo;s Product-Moment Correla
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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew, and Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs." Canadian Journal of School Psychology 35, no. 3 (2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in
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Naeem Akhtar and Muhammad Munir Kayani. "Navigating The Pedagogical Landscape: A Qualitative Inquiry Into Teachers’ Perceptions And Preparedness For Teaching License In Sindh, Pakistan." Voyage Journal of Educational Studies 4, no. 2 (2024): 197–223. http://dx.doi.org/10.58622/vjes.v4i2.159.

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Quality of teachers’ development, recruitment, and retention holds substantial value when it comes to delivering quality education. In this paradigm, teaching licensing epitomizes the cornerstone of development as it brings professionalism in teaching, executing strict protocols of compliance with quality measures. In the context of Pakistan, the emergence of the Sindh Teaching License Policy has served as a progressive initiative towards elevating the educational caliber in the province to ensure teachers’ adherence and compliance to certain standards of skills, knowledge, and competence and,
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Dissertations / Theses on the topic "Teacher Preparedness Educational Resources"

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Silva, Allison. "Transitional Kindergarten teacher preparedness and staff development support." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/3601.

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The purpose of the newly implemented Transitional Kindergarten program in California is to provide an additional year of early childhood education to young students in order to prepare them for school (American Institutes for Research, 2012). The implementation of Transitional Kindergarten into California’s public school districts was executed quickly without clear guidelines or training for teachers. The resultant gap in understanding Transitional Kindergarten’s goals is an educational issue that needs to be addressed. Until standards and guidelines are finalized for Transitional Kindergarten
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Gayles, Pamela L. "Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/83.

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ABSTRACT TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS by Pamela L. Gayles Colleges of education produce the majority of teacher educators in the United States. Additionally, over half of the alternative teacher preparation programs in the United States are administered by colleges of education. However, the literature reveals that few institutions concentrate on urban teacher preparation and that teacher-reform efforts have continuously insisted on high-quality teachers for high-need urban schools
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Zhang, Tan. "Understanding physical education teacher motivation in relation to job resources and demands." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123702.

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<p> Research has shown that the working environment of physical education influences teacher motivation. Identifying the characteristics of teachers&rsquo; working environment may contribute to developing a productive and motivating working environment for physical education teachers. </p><p> The first part of this dissertation study was focused on developing and validating an instrument that measures physical education teachers&rsquo; job demands/resources perception on five theorized dimensions: organizational resources, physical resources, cognitive demands, physical demands, and emotiona
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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.

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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of te
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Russell-McKenzie, Elisabeth. "Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.

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Educational Psychology<br>Ph.D.<br>Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are exa
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Bedenbaugh, Larry. "FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NET." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3134.

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The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for thi
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Aragon, Laraine A. "The impact of an English language learner professional development program on teacher perception of preparedness and practice." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/105.

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The growing number of English language learners in classrooms today can be seen across the United States. Despite the increase of English language learners in our schools, few teachers have been formally trained to meet their academic and linguistic needs. Training is needed for teachers of English language learners. The purpose of this study was to examine Kern County K-6 public school teachers' perceptions regarding their perceived preparedness for teaching English language learner (ELL) students the skills needed to gain English language proficiency and content knowledge before and after th
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Marks, Lori J. "Meeting CEC and NCATE Teacher Education Standards with Limited Resources." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3567.

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Johnson, Brandi E. "Teacher Preparedness For And Implementation Of Single-Gender Instructional Strategies And Culturally Relevant Pedagogy With African-American Girls In Single-Gender Classrooms." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/5.

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The purpose of this study was to investigate the factors that impact teachers’ preparedness for and implementation of single-gender instructional strategies and culturally relevant pedagogy with African-American girls in single-gender classrooms. Three Single-Gender Academies were included in the study. Twenty participants responded to a teacher survey, nine teachers and two administrators were interviewed, and lesson plans from six of the teachers interviewed were also collected. Descriptive statistics, regression tests and Pearson’s Correlations were used to analyze quantitative data and dis
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Tyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.

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<p> This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descript
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Books on the topic "Teacher Preparedness Educational Resources"

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Branch, Alberta Special Education. Teacher resources catalogue. Alberta Education, Special Education Branch, 1996.

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ERIC Clearinghouse on Teaching and Teacher Education. The Educational Resources Information Center Clearinghouse on Teaching and Teacher Education. The Clearinghouse, 2001.

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Rhodes, H. Clarence. Field study to determine teacher and student needs regarding curriculum documents and resources: Condensed report. Alberta Education, 1989.

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Rhodes, H. Clarence. Field study to determine teacher and student needs regarding curriculum documents and resources: Complete report. Alberta Education, 1989.

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Nelson, Kristen. Starting strong: Surviving and thriving as a new teacher. Pearson/SkyLight, 2004.

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Wright, Edward B. The computer: A tool for the teacher. Wadsworth Pub. Co., 1985.

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Pete, Adamy, and Milman Natalie B, eds. Evaluating electronic portfolios in teacher education. Information Age Pub., 2008.

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Hill, Bonnie Campbell. The next-step guide to enriching classroom environments: Rubrics and resources for self-evaluation and goal setting for literacy coaches, principals, and teacher study groups, K-6. Heinemann, 2010.

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Hill, Bonnie Campbell. The next-step guide to enriching classroom environments: Rubrics and resources for self-evaluation and goal setting for literacy coaches, principals, and teacher study groups, K-6. Heinemann, 2010.

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Scardamalia, Marlene. Ethical models for exploitation of teacher-and-learner produced material: Final report. Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto], 2001.

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Book chapters on the topic "Teacher Preparedness Educational Resources"

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Raina, Ashutosh, Archana Rane, Lucian Ngeze, Sahana Murthy, and Sridhar Iyer. "From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_26.

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AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of t
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Aamaas, Åsmund, Anne-Line Bjerknes, and Kristin Gregers Eriksen. "Working with twenty-first-century skills through engaging with indigenous perspectives in teacher education." In New Perspectives on Educational Resources. Routledge, 2023. http://dx.doi.org/10.4324/9781003322696-11.

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Mao, Xin, and Mimi Recker. "Effects of a Professional Development on Teacher Integration of Online Resources." In Educational Media and Technology Yearbook. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_7.

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Gümüş, Arife. "Twenty-First-Century Teacher Competencies and Trends in Teacher Training." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_11.

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AbstractIn the context of digitalization, globalization, and internationalization, the twenty-first century has changed societies as well as their institutions and concepts, significantly affecting powerful communication technologies and the speed and forms of access to information. Being employable, coping with global competition, and having the appropriate equipment and skills for the professions of the future have become more important than ever in an information-intensive economic structure. The question of how education will function in adapting to the new work order and managing and cate
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Recker, Mimi, and Tamara Sumner. "Supporting Teacher Learning Through Design, Technology, and Open Educational Resources." In International Handbook of the Learning Sciences. Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-26.

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Romero, Gloria. "School and social educational vulnerability in Chile: experiences and preparedness of novice teachers of English." In Social Justice in English Language Teacher Education in Latin America. Routledge, 2024. http://dx.doi.org/10.4324/9781003584193-3.

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Storti, Michele, Elisa Mazzieri, and Lorenzo Cesaretti. "Weturtle.Org: A Web Community for Teacher Training and Sharing Resources in Educational Technologies." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_42.

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AbstractIn recent years, there has been a stronger than ever need in Italy for teacher training in digital skills and pedagogical and teaching innovations. This is also due to an increase in national funds and European resources available for innovation in the field of education. This paper first describes the main innovations in learning that are made possible by web-based and other technologies, and how they currently meet teacher training needs. Next, the authors present Weturtle.org, a practical example of a “Community of Practice” and the TPCK model, which enables an integrative view at t
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Vomvoridi-Ivanović, Eugenia, Maura Varley Gutiérrez, Gabriel Viego, Ksenija Simić-Muller, and Lena Licón Khisty. "Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources." In Explorations of Educational Purpose. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4304-5_17.

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Hernández-Leo, Davinia, Belén Beltrán-Beltrán, Karina Ginoyan, Inés González-Cabezas, Francisco Pérez-Basso, and Shatha N. Alkhasawneh. "REOJocs: A Card Game About Teacher Community and Open Educational Resources Platforms." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-72312-4_32.

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Jones, Tamara K., and Deidre M. Le Fevre. "Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_7.

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AbstractSchool systems around the world are investing in a transition to Innovative Learning Environments (ILEs). Many policies and resources are being directed towards this change. However, if the effects of innovative educational initiatives are to be positive for our students, the onus will ultimately be on teachers to integrate learner-centric pedagogies and digital technologies in flexible learning environments. Educational innovations are dependent upon what teachers think, feel and do in classrooms (Fullan 2001). This chapter examines how teacher perceptions can influence their engageme
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Conference papers on the topic "Teacher Preparedness Educational Resources"

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Bennett, Tiffany Nichole Gardner. "Professional Development Used to Enhance K-5 Teachers’ Competencies Working with English Language Learners." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.30.

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Over the past decade, the United States education system has predicted a significant increase in the number of English Language Learners (ELLs) enrolled in public schools. A substantial number of teachers who interact with ELLs lack the preparedness to support their student’s academic needs. Research has shown that the lack of professional development (PD) debars teachers from receiving efficacious resources to support English Language Learners. Most professional development (PD) provided for teachers excludes addressing ELL’s content. The absence of PD specifically focused on ELLs has left ma
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Kučina Softić, Sandra, Tea Čičko, Petra Kvočić, and Tona Radobolja. "SUPPORTING LAW TEACHERS’ IN THE DEVELOPMENT OF MOOCS." In International Scientific Conference on International, EU and Comparative Law Issues “Law in the Age of Modern Technologies”. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2023. http://dx.doi.org/10.25234/eclic/28272.

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Modernising law and legal education are inevitable in today’s society. Possible arguments for not taking such steps disappeared with the pandemic which fostered processes which were postponed or were found as not applicable. Onwards, the COVID-19 pandemic has further accelerated the existing trend toward online and hybrid learning. It uncovered new and innovative ways for students and educators to organise their teaching and learning activities and to interact in a more personal and flexible manner online. Several papers and policies on the European level, among them Digital Education Action P
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Prilepko, Julia V. "Teachers` Professional Preparedness For Inclusive Practice In School Educational Process." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.60.

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Semenkova, Elena A. "Training of personnel in the field of inclusive education through the organization of a resource center." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-285-293.

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This article examines the problem of training personnel in the field of inclusive education for children with developmental disabilities, ensuring the readiness of teachers to work in conditions of inclusion. The practical experience of the formation of professional competencies of teachers through the organization of the activities of the resource center on inclusive education is presented. The qualitative and quantitative characteristics of the preparedness of the teaching staff to work with children with specific features of psychophysical development are presented.
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Begantsova, Irina S., Svetlana P. Akutina, and Tamara T. Shchelina. "The Question of Students' Preparedness for Studying in the Digital Educational Environment." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0207.

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Dalifa, Neza Agusdianita, V. Karjiyati, Wurjinem, and Inzoni. "The Flood Disaster Preparedness for Lembak Ethnic Children in Bengkulu City Watershed." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.020.

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Nashed, Nader, Christine Lahoud, and Marie-Hélène Abel. "Teacher Educational Resources Recommendation in the COVID-19 Context." In 5th Special Session on Educational Knowledge Management. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011147000003182.

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Sharay, Tatyana P. "The Study Of Teachers’ Personal Resources In Multicultural Educational Environment." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.89.

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Abitov, Ildar, Pavel N. Afanasyev, Rezeda M. Khusainova, and Inna M. Gorodetskaya. "Psychological Groundings for the Development of Digital Educational Resources." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0003.

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Gabdrakhmanova, Rashida G. "Designing Electronic Educational Resources Through Teacher Network Cooperation In Higher Education." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.30.

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Reports on the topic "Teacher Preparedness Educational Resources"

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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic re
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Lim, Kenneth Yang Teck, and Longkai Wu. The development of a framework for the effective translation of educational research into sustained practice in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27412.

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This project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Science
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-proc
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-proc
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Shkodin, Andrey. Sets of exercises for education workers in the Far North. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/shkodin.0418.15042021.

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Complexes of exercises for educational workers of the Far North is an electronic resource developed specifically for pedagogical workers living in the Far North. The selection and description of exercise complexes was developed on the basis of a study of the peculiarities of living in the Far North, common diseases characteristic of the inhabitants of the Far North and the peculiarities of the profession of a teacher. Access to the electronic resource is free, hosted on the google cloud service and youtube video hosting, contains video resources and comments on use. Available through a browser
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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR d
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Acosta López, Juan Carlos. Unveiling hidden opportunities: a case study on the perception of affordances in informal english learning activities mediated by technology in a fl teacher-training program. Sello Editorial UNAD, 2023. http://dx.doi.org/10.22490/ecedu.8389.

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This qualitative single-case study explored the perceived affordances of informal activity systems mediated by online technologies for promoting English language learning among 115 FL teachers-in-training at UNAD. The study employed a word-based questionnaire administered to the entire sample, followed by small focus group interviews with 20 purposively selected participants, (Morgan &amp; Hoffman, 2018). The resulting data were analyzed using a dynamic and fluid 2-cycle coding procedure. The findings show that learners’ ability to per-ceive and engage with technological, social, metacognitive
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate
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