Academic literature on the topic 'Teachers’ classroom resources and material'
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Journal articles on the topic "Teachers’ classroom resources and material"
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Rani, Elsa Nadia, Framesti Putri intan Kusuma, Riska Dwi Rahma Putri, Syahrial Syahrial, and Silvina Noviyanti. "Keterampilan Guru dalam Mengelola Kelas pada Pembelajaran Siswa Kelas IV SDV 55/I Sridadi." AS-SABIQUN 4, no. 2 (May 20, 2022): 265–76. http://dx.doi.org/10.36088/assabiqun.v4i2.1757.
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This study aims to determine the skills of teachers in managing the classroom. This type of research is qualitative as a research procedure that produces descriptive data in the form of written and spoken words from the behavior of the people observed. The subject of this research is the fourth grade teacher at SDN 55/I Sridadi. The results of this study indicate that the teacher's skills in managing the classroom can be done by always getting students to always be disciplined, neat and clean in everything. Classrooms with various decorations so that the class feels comfortable and beautiful. Always make lesson plans for one semester. Using learning resources from books and the internet and several learning media according to the learning material. And have good skills in opening and closing lessons, explaining learning materials, providing reinforcement and guiding group discussions.
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Hu, Sihua, Kaitlin T. Torphy, Kim Evert, and John L. Lane. "From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces." Teachers College Record: The Voice of Scholarship in Education 122, no. 6 (June 2020): 1–33. http://dx.doi.org/10.1177/016146812012200606.
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Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology presides. Facilitated by the cloud, teachers’ professional learning and interactions meld with a global network of colleagues, extending to community of practices online and curating instructional resources therein. In particular, the use of social media to broaden and deepen teachers’ access to instructional resources is a potentially transformative and yet disruptive phenomenon that has implications for classroom instruction. Narrowly focusing on districts’ official curriculum and its enactment by the teacher as an individual who is shaped by (but does not shape) her school landscape may not, in fact, fully reflect teacher professionalism today and account for teachers’ professional life in the social continuum from cloud to class. Purpose/Objective/Research Question/Focus of Study Situated in the conceptualization of managing problems in teaching and curating online resources as informal learning for the intended and enacted curriculum, this article builds on and extends these lines of research to examine teachers’ leverage of social capital—social network among individuals and resources available to people within their social network—from the virtual space to solve the problems common to teaching. Through this empirical illustration of resource diffusion from cloud to class, and how the curation of resource is integrated with teachers’ curriculum planning as well as classroom practices, we present a unique way of understanding teachers’ management of teaching problems in 21st-century schooling. Research Design We collected various types of data from 67 early-career teachers in one Midwestern state, including interviews, observation, and survey. We drew primarily on the interview data to exemplify our conceptual model of curation to address the problems of teaching. The three curation processes we identified are: (1) self-directed curation, (2) incidental curation, and (3) socialized curation. We observed more empirical evidence on the self-directed curation process in our data and chose to select a single case to go into further detail about the enactment of online resource in the classroom using the observation data, in additional to the interview data. We analyzed the case by specifying the perceived problems of teaching in one teacher's preparation to teach and how the curated resources from Teachers Pay Teachers were adopted and adapted to manage each of the problems, and the teacher's rationale for the decisions she made during the planning. We noticed, in this case and in other data that we have across teachers, that teachers rarely, if ever, directly articulate the curation of online resource for preserving classroom order, among the four endemic problems identified in the literature. Last, we examined the enactment of the online resource by describing teachers’ instructional practices in relation to her perceived ways of managing the problems of teaching. We also examined the resulting student learning in the mathematics lesson we analyzed. The single case of one teacher serves as an empirical illustration of how teachers could curate resources from the cloud in their planning and enactment of curriculum. Conclusions/Recommendations At the core of this study, we see teachers taking up their agency and drawing on a particular type of social capital resource to manage their enduring problems of teaching. We identified the different paths that teachers’ social capital may travel and accrue, and we argue for the importance of the community of practice online in the facilitation of resource flow from the cloud to the classroom. Also, we used a mathematics teacher's planning and enactment of instructional resources attained from the cloud for a three-day lesson series as an example to demonstrate how perceptions of teaching problems and curations of materials can culminate in a teacher's actual practices and impact student learning in the classroom. Our work has several implications for the field. First, although the different problems in teaching are well documented, teachers tend to seek out social capital resources from the virtual spaces to address some, but not all, of their problems. Specifically, preserving classroom order has not been present in our analysis of teachers’ articulation of their perceived problems for curation. Future studies can add more understanding to the online resources used in relation to teachers’ modes of curation and the type of teaching problems they hope to address. Second, the process of accessing the instructional resources, as delineated in the three modes of curation, demonstrates the complexity of the social network and social capital accrual mechanism in the 21st century, through which teachers’ professional communities expand beyond the school walls. Third, our work presents the considerations and thought processes of teachers’ curation of instructional materials in virtual spaces and enactment of the tasks. The combination of social capital resources and classroom processes in this study provides the foundation for researchers with different perspectives to further investigate the emerging phenomenon of social media and education.
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Aniq, Lailatun Nurul, Khairani Dian Annisa, and Diah Kristina. "Teacher’s Beliefs and Practice of Learner-Generated Material in a Flipped-Speaking Class." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (June 25, 2020): 29. http://dx.doi.org/10.31332/lkw.v6i1.1675.
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The practice of learner-centered approach (LCA) in enhancing foreign language teaching-learning process has been broadly recognized. Little research, however, have disclosed how this approach works and promotes learners’ improved abilities. While learner-generated material (LGM) is a principle of and one of the activities in learner-centered approach, it is currently under studied, thus little researchers discuss how it applies in EFL context. This qualitative case study investigated the teacher’s belief and classroom practice of learner-generated material in a flipped speaking class. The participant of the study was a teacher in a vocational high school. The instruments were participant observation, semi-structured interview, and documentation. The analysis showed that the teacher’s belief was mostly consistent with her classroom practices, i.e. beliefs about learning objectives, teaching modeling, and procedure of learner-generated material, teaching resources, classroom management, teacher’s role, students’ role, and assessment. Nevertheless, there were little discrepancies, e.g. teachers’ beliefs about classroom procedure. The present study recommends that teachers, especially those new to LGM, follow the present findings in order to recognize the aspects within LGM in the umbrella of LCA and understand how these methods practices. The implication of the study is this research will give a contribution in Indonesian ELT context by providing a new perspective of learner-centered approach through technology.
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Sari, Nara, and Teguh Sulistyo. "EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS." Journey: Journal of English Language and Pedagogy 5, no. 1 (March 17, 2022): 80–90. http://dx.doi.org/10.33503/journey.v5i1.1772.
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This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational students. Data analysis was performed using descriptive statistics. The analysis results showed that more than half of the respondents agreed that MALL resources were more accessible (65.4%), easier to generate (65.4%) and more successful at improving learners’ autonomy (73.1%), compared to traditional materials. Additionally, 40% of teachers thought that MALL materials could be used to promote classroom interaction, and it was much easier for teachers to provide immediate feedback through mobile phone. In summary, 42% of teachers agreed that MALL resources could aid in foreign language acquisition. Due to students’ proximity to technology and mobile devices, teachers recognized that MALL materials can be applied inside and outside the classrooms. Therefore, vocational EFL teachers must be able to develop and implement MALL materials in their classrooms.
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Willingham, Tiara, Greer Wright, Christine A. Draper, and Michelle Reidel. "Preservice Teachers' Perceptions and Knowledge of Graphic Novels in the Content Areas." Georgia Journal of Literacy 37, no. 2 (October 30, 2014): 27–34. http://dx.doi.org/10.56887/galiteracy.60.
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This article describes a qualitative study conducted to introduce preservice teachers to graphic novels which are often considered 'unconventional' reading materials. The study addressed specific questions to gain better understanding of preservice teachers' perceptions and knowledge of graphic novels, as well as how graphic novels can be used as classroom resources in each content area. There were fifteen preservice teachers involved in the study. Findings reveal that overall preservice teachers in this study believed that graphic novels were a beneficial resource to engage students in content material, and using them as a resource can foster meaningful learning in all content areas.
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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (November 2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.
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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.
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Raudeliunaite, Rita, and Eglė Steponėnienė. "SUPPORTING FACTORS FOR PRIMARY SCHOOL TEACHERS IN ENSURING INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 84. http://dx.doi.org/10.17770/sie2020vol4.4918.
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The objective of the study presented in this article is to reveal supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter the ASD). Qualitative research was chosen for the study. In the study, the method of a semi-structured written reflection was used. The obtained data was analysed by applying the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic.16 primary school teachers participated in the study. The study data revealed that the school’s inclusive culture and organization of inclusive education by the teacher at the classroom level had a significant importance for ensuring inclusive education for children with ASD. The school’s openness to children diversity, implementation and cherishing of inclusive education values, favourable physical and psychosocial environment, ensuring support for learners, their parents, teachers and education support professionals, financial resources which allow for attracting necessary human and material resources, skilled teachers and professionals, the school’s collaborating community and the school’s collaboration with other institutions to ensure the quality of inclusive education were considered the key factors for the school’s inclusive culture. The teacher’s positive attitude to all the learners, child-oriented approach, favourable and inclusive educational and social environment created in the classroom, the teacher’s close collaboration with learner’s parents, other teachers and education support professionals, and continuous improvement of qualification were indicated as factors of the key importance for creation of an inclusive educational environment at the classroom level by teachers.
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Sukhorukova, A. A., and S. N. Shwedov. "ACTIVITY-VALUE APPROACH IN THE APPLICATION OF ELECTRONIC EDUCATIONAL RESOURCES WHILE TEACHING AT A MILITARY UNIVERSITY." Educational Psychology in Polycultural Space 55, no. 3 (2021): 106–12. http://dx.doi.org/10.24888/2073-8439-2021-55-3-106-112.
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The pedagogical conditions for the use of the activity-value approach in teaching cadets of a military university, namely in the process of using electronic educational resources by teachers, have been investigated. The functions of the teacher and students are described in interactive cooperation, within the framework of using computer programs in the classroom in technical disciplines. Some aspects of the algorithm of the teacher's actions when using electronic resources in the classroom with cadets in technical subjects and difficulties in creating a database of computer programs used in practical training are revealed. The attention is paid to media content in educational resources used in training specialists, to the participation in the creation of a database of electronic educational resources for teachers, methodologists, programmers. The goals of the formation of cognitive and professional values of cadets, professional competencies, research abilities of students when working with computer programs in technical subjects are stated. The activity-based forms of teaching are revealed, which teachers use both in classroom and in extracurricular activities, aimed at conveying a holistic view of future professional activities, taking into account the self-reflection of the individual. The scientific novelty of the article lies in the description of computer programs implementation in technical disciplines based on the activity-value approach. As a result, the active use of the activity-value approach by university teachers when using electronic educational resources in the classroom has been substantiated. The article is of interest for novice university teachers, methodologists of departments, adjuncts and applicants.
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Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom." SAGE Open 7, no. 4 (October 2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.
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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.
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Bicciato, Stella. "MATERIALS AND RESOURCES FOR TEACHING ITALIAN PRAGMATICS." Italiano LinguaDue 13, no. 2 (January 26, 2022): 624–44. http://dx.doi.org/10.54103/2037-3597/17160.
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This study aims to describe the materials and the resources utilized for teaching Italian pragmatics, both in foreign and second language contexts. 139 teachers of Italian answered an online questionnaire which elicited information about the materials and resources they used in the classroom as well as information regarding their teaching techniques. Their answers were clustered into five main categories. The results revealed that the most commonly used materials were printed, audiovisual, self-produced, students’ oral production and digital materials. Within these categories, textbooks (printed materials) and videos (audiovisual material) were considered as the most preferred materials by the teachers. Regarding teaching techniques, the most frequently used by teachers were role plays, watching videos and listening exercises. The findings of the present study suggest that textbooks, the main resource for teaching pragmatics, should be implemented with specific activities on this topic. By receiving guidelines, teachers could appropriately teach pragmatics in their classes without the need to create their own materials.
Materiali e risorse per l’insegnamento della pragmatica italiana
Questo studio mira a descrivere i materiali e le risorse utilizzate per l’insegnamento della pragmatica italiana, sia in contesti di lingua straniera che di lingua seconda. 139 insegnanti di italiano hanno risposto a un questionario online predisposto allo scopo di raccogliere informazioni sui materiali e le risorse che usavano in classe e sulle loro tecniche di insegnamento. Le risposte degli insegnanti sono state raggruppate in cinque principali categorie. I risultati hanno rivelato che i materiali più comunemente usati sono a stampa, audiovisivi, autoprodotti, produzione orale degli studenti e digitali. All’interno di queste categorie, i libri di testo (materiali stampati) e i video (materiale audiovisivo) sono i materiali preferiti dagli insegnanti. Per quanto riguarda le tecniche di insegnamento, le più utilizzate dagli insegnanti risultano essere i giochi di ruolo, la visione di video e gli esercizi di ascolto. I risultati del presente studio suggeriscono che i libri di testo, la risorsa principale per l’insegnamento della pragmatica, dovrebbero essere implementati con attività specifiche a questo dedicate. Disponendo di linee guida, gli insegnanti potrebbero insegnare in modo appropriato la pragmatica nelle loro classi senza avere la necessità di creare materiali propri.
Dissertations / Theses on the topic "Teachers’ classroom resources and material"
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Johansson, Therese. "Teaching material in the EFL classroom : teachers' and students' perspectives." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-764.
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The principal aim of this essay was to study why some teachers at upper secondary school choose to work with alternative material in the English classroom, whereas others choose a combination of alternative material and coursebooks. The investigation further deals with how alternative material is used. What students think about various kinds of material and whether they are encouraged to influence the choice of material has been considered as well. The method used was interviews with three teachers and six students.
The results of the study showed that all three teachers agreed that coursebooks should not be the only teaching material used in the classroom; they believed that the use of course-books alone would be boring and not very stimulating for the students. Coursebooks combined with alternative material were considered to work very well as teachers and students benefit from the advantages of both. Furthermore, alternative material would be used more if it were not such a time-consuming business for the teachers. Concerning how the three teachers made alternative material, practise varied. One teacher for who mainly used alternative material and also made it herself, had many different sources, whereas the other two teachers mostly used books and movies. Regarding the students, their requests of teaching material varied. The majority however preferred either alternative material or a combination with coursebooks. They also declared that they are encouraged to influence the choice of material.
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Greene, Ashira Beth. "Literature in the French EFL classroom : a portrait of teachers' attitudes, goals, and resources." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037662/.
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This thesis investigates the teaching of English literature in France on a country-wide scale. The aims of the study were to determine the types and frequency of literature used in the secondary school classroom, to gain information about teachers’ attitudes and approaches to this resource, and to analyse textbooks published for the secondary English classroom in France in order to determine what literary resources were readily available. In support of these aims, interview and questionnaire data were collected from 301 teachers around the country and ten textbooks were analysed. In French lycées, the role of literature teaching is in flux. It currently exists in the periphery of the general English course while serving as the main resource in the Literature in a Foreign Language (LELE) course, which began in the 2012-2013 academic year for students in the literary section of Baccalauréat preparation. While the French Ministry of Education provides objectives to be met and themes to cover in each year of secondary school, teachers have a great deal of autonomy in terms of what they bring to their classrooms. The data revealed that teachers often used literature because they have a personal affinity for it, and chose to use their own materials instead of the textbooks available. Novel excerpts were the most frequent type of text used, as well as the most common type of literary text in the textbook. While British literature was dominant in all genres, the prevalence of Shakespearean plays was surprising, as contemporary literature accounted for over half of all texts mentioned.
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Hall, Valerie. "The effects of technology resources, school administration, and teacher expertise on the relationship between teachers' pedagogical beliefs and classroom computer use." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481669171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Faw, Kieran. "Striving Towards an Understanding of Experienced Teachers’ Perceptions of the Usefulness, Ease of Use and Effective Integration of Technology in their Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35089.
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This thesis uses Narrative Theory and Technology Acceptance Model to uncover the experiences, perceptions, and challenges that five experienced teachers face when using and integrating technology in their classroom. It gives narrative consideration of the value of unique experience by focusing on the stories of each participant, and it analyzes narrative themes. This study found that there were numerous impacts on teachers’ perceptions on the usefulness and ease of use of technology: this included (a) Limits: technology limits, teacher limits, student limits, and practical limits; (b) Support: school board, resources, equipment, parents; and (c) Dynamic environment (teacher-student feedback loop) which influence strategies for integrating technology: attitude, teaching orientation, classroom management, technology management, technology tools, and participant-observer strategies. Study limitations and recommendations are discussed.
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Bunt, Byron John. "The extent to which teachers nurture creative thinking in the Grade 9 Social Sciences classroom through the choice of teaching methods / Byron John Bunt." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10115.
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The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom.Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013
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Sandström, Daniel. "To Use or Not to Use Coursebooks? : A Study of Teachers' Opinions on Coursebooks and What Constitutes a Good One in the English Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Skolnära forskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49657.
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The aim of this study is to investigate teachers’ opinions and experiences using analogue coursebooks in lower secondary school English teaching. The study was conducted using written interviews, interviewing 7 currently active teachers teaching English in the Swedish school system, with the participants’ answers being the material. Thematic Analysis was a method used to structure the results, and Sociocultural Theory was the theoretical perspective. The themes that were identified were: analogue coursebooks; digital coursebooks; more or less suitable activities for coursebook usage; the future of coursebook usage; and desirable qualities of a coursebook. The results of the study reveal that the participants have a positive outlook on using analogue coursebooks in the English classroom as a way of maintaining a certain level of difficulty and quality in the teaching, whilst also having something to fall back on as a source with varied content that can be used. There were no noticeable differences in the teachers’ opinion of what they could be used for but the extent to which they used them varied depending on their experience in the profession. Finally, the cost of coursebooks was mentioned as a key aspect in the process of selecting coursebooks, together with user-friendliness and flexibility.
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Kjällander, Susanne. "Designs for Learning in an Extended Digital Environment : Case Studies of Social Interaction in the Social Science Classroom." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55309.
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This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface. The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.
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Moberg, Dennis. "Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35975.
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This essay investigates if texts featuring different parts of the world are present in the English as a Foreign Language classroom for grades 1-3 of Swedish primary school. The focus in the essay is to investigate what texts teachers use in the English classroom and what content the texts feature related to different parts of the world. The data was collected by a combined method of a quantitative and a qualitative study with the field of English as an International Language as an area of focus. The quantitative study consisted of an online survey which received 72 replies from primary school teachers and a case study was conducted at one school with two teachers which featured both interviews and an analysis of teaching material. The online survey shows that content featuring different parts of the world is common, even if there is a bias towards the so called Inner Circle of English speaking countries of Great Britain, USA, Australia and Canada while the rest of the world is not as commonly represented. However, this depends on the material used, as the case study did not share this clear bias towards the Inner Circle and the difference was not as clear.
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Randall, Elizabeth Sylvia. "Teacher development and change in the context of teaching large under-resourced science classes." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-170724.
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Dane, Malešević. "Методолошки фактори обезбеђења квалитета средњег стручног образовања и њихов утицај на повишење нивоа производње." Phd thesis, Univerzitet u Novom Sadu, Tehnički fakultet Mihajlo Pupin u Zrenjaninu, 2011. http://dx.doi.org/10.2298/NS20111221MALESEVIC.
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Глобализација светске привреде довела је да је квалитет постао приоритетан фактор у борби са конкуренцијом за опстанак на тржишту. Квалитет се дефинише као скуп особина, карактеристика производа, робе, услуга, рада, изазивајући њихову способност да задовоље потребе и захтеве потрошача у складу са циљем и њиховим очекивањима. Због потребе привреде за радном снагом која ће бити компетента да производи производе који ће задовољити потребе и жеље купаца, све су израженији захтеви за квалитетом у стручном образовању. Основу за оцену квалитета образовног процеса чине образовни исходи који обухватају знања, способности вештие и ставове ученика који се стичу кроз формално образовање у школама. Квалитетно образовање не би требало посматрати као процес потрошње него као процес интгеракције између наставника и ученика. Образовање мора имати за циљ давање ученицима прилика за лични развој и поверење да ће се прилагодити новим ситуацијама да ће их променити ако то буду сматрали потребним. Образовање никад не може бити неутралан процес; увек ће бити базиран на вредности. Равнотежа између објективних чињеница и испитивање тих чињеница представља велик изазов за професионалног наставника (www.ei-ie-org).На квалитет образовних исхода средњег стручног образовања утичу разни фактори међу којима су: наставници са својим компетенцијама, менаџмент школа, наставни планови и програми, материјални ресурси.За истраживање утицаја поменутих фактора, констурисан је упитник за директоре, наставнике, ученике, родитеље и привреднике којим је вршено прикупљање податак у узорку. Смањење количине података вршено је помоћу факторске анализе у SPSS Statistics 17, односно, извршили смо издвајање најмањег броја фактора који добро представљају међувезе у скупу променљивих из помоћ:- анализе главних фактора (Кајзеров критеријум),- факторизације слике (дијаграм одрона, engl.scree тест),- паралелне анализе (користећи програм MONTE CARLO PCA for PARALLEL ANALYSIS),- оцене прикладности података за факторску анализу (Бартлетов тест сферичности и Кајзер-Мајер-Олкинов-КМО показатељ адекватности узорка).У обради података и доказивању галавне и помоћних хипотеза коришћене су основне статистичке методе:1. дексриптивна статистика,2. непараметарски тест:-Колмогоров-Смирновљев тест нормалности дистрибуције-HI квадрат тест3. графички приказ резултата статистичке обраде.Резултати истраживања су показали да квалитет средњег стручног образовања зависи од наставног кадра, менаџмента школа, модуларних наставних планова и програма и материјалних ресурса. Да квалитет средњег стручног образовања утиче на повећање нивоа производње, доказ је изведен на основу резултата истраживања које је проведено међу привредницима.Даља истраживања у области квалитета средњег стручног образовања треба усмерити на: компетенције наставника, компетенције менаџмента, корелације опремљености школа са успехом ученика, утицај модуларних наставних планова и програма из појединачних предмета, смањење оптерећења ученика, сарадње школе и предузећа на утврђивању програмских садржаја практичне наставе, мотивације наставника и менаџмента школа за квалитетан рад и постизање резултата којима ће бити задовољни сви корисници.Globalizacija svetske privrede dovela je da je kvalitet postao prioritetan faktor u borbi sa konkurencijom za opstanak na tržištu. Kvalitet se definiše kao skup osobina, karakteristika proizvoda, robe, usluga, rada, izazivajući njihovu sposobnost da zadovolje potrebe i zahteve potrošača u skladu sa ciljem i njihovim očekivanjima. Zbog potrebe privrede za radnom snagom koja će biti kompetenta da proizvodi proizvode koji će zadovoljiti potrebe i želje kupaca, sve su izraženiji zahtevi za kvalitetom u stručnom obrazovanju. Osnovu za ocenu kvaliteta obrazovnog procesa čine obrazovni ishodi koji obuhvataju znanja, sposobnosti veštie i stavove učenika koji se stiču kroz formalno obrazovanje u školama. Kvalitetno obrazovanje ne bi trebalo posmatrati kao proces potrošnje nego kao proces intgerakcije između nastavnika i učenika. Obrazovanje mora imati za cilj davanje učenicima prilika za lični razvoj i poverenje da će se prilagoditi novim situacijama da će ih promeniti ako to budu smatrali potrebnim. Obrazovanje nikad ne može biti neutralan proces; uvek će biti baziran na vrednosti. Ravnoteža između objektivnih činjenica i ispitivanje tih činjenica predstavlja velik izazov za profesionalnog nastavnika (www.ei-ie-org).Na kvalitet obrazovnih ishoda srednjeg stručnog obrazovanja utiču razni faktori među kojima su: nastavnici sa svojim kompetencijama, menadžment škola, nastavni planovi i programi, materijalni resursi.Za istraživanje uticaja pomenutih faktora, konsturisan je upitnik za direktore, nastavnike, učenike, roditelje i privrednike kojim je vršeno prikupljanje podatak u uzorku. Smanjenje količine podataka vršeno je pomoću faktorske analize u SPSS Statistics 17, odnosno, izvršili smo izdvajanje najmanjeg broja faktora koji dobro predstavljaju međuveze u skupu promenljivih iz pomoć:- analize glavnih faktora (Kajzerov kriterijum),- faktorizacije slike (dijagram odrona, engl.scree test),- paralelne analize (koristeći program MONTE CARLO PCA for PARALLEL ANALYSIS),- ocene prikladnosti podataka za faktorsku analizu (Bartletov test sferičnosti i Kajzer-Majer-Olkinov-KMO pokazatelj adekvatnosti uzorka).U obradi podataka i dokazivanju galavne i pomoćnih hipoteza korišćene su osnovne statističke metode:1. deksriptivna statistika,2. neparametarski test:-Kolmogorov-Smirnovljev test normalnosti distribucije-HI kvadrat test3. grafički prikaz rezultata statističke obrade.Rezultati istraživanja su pokazali da kvalitet srednjeg stručnog obrazovanja zavisi od nastavnog kadra, menadžmenta škola, modularnih nastavnih planova i programa i materijalnih resursa. Da kvalitet srednjeg stručnog obrazovanja utiče na povećanje nivoa proizvodnje, dokaz je izveden na osnovu rezultata istraživanja koje je provedeno među privrednicima.Dalja istraživanja u oblasti kvaliteta srednjeg stručnog obrazovanja treba usmeriti na: kompetencije nastavnika, kompetencije menadžmenta, korelacije opremljenosti škola sa uspehom učenika, uticaj modularnih nastavnih planova i programa iz pojedinačnih predmeta, smanjenje opterećenja učenika, saradnje škole i preduzeća na utvrđivanju programskih sadržaja praktične nastave, motivacije nastavnika i menadžmenta škola za kvalitetan rad i postizanje rezultata kojima će biti zadovoljni svi korisnici.
Globalization of the world economy has brought about the fact that the quality is apriority factor in the competition for the survival on the market. The quality is definedas a collection of features, characteristics of products, goods, services, work, which challenges their capacities to meet the needs and the demands of the consumers in accordance with the goal and their expectations.Because of the needs of the economy for labour forces, that are competent to produce products which would meet the needs and desires of buyers, the demands for the quality in the vocational education have become prominet. The assesment of the quality of the educational process is based on the educational results which comprise knowledge, abilities, skills and attitudes of students, which are requiredthrough formal education in schools. A high quality education should not be viewedas a process of consumption but as a process of interaction between teachers and students. The educational goal should be to provide opportunities for the students for their personal developement and for boosting their confidence that they would be able to adjust to new situations, and that they would be able to change such situations, if necessary. The education can never be a neutral process; it isalways based on values. The balance between objective facts and the examination of these facts represents a big challenge for a professional teacher (www.ei-ie.org).The quality of educational results in the secondary vocational education is affected byvarious factors, some of which are: teachers with their competences, management ofschools, educational curricula and programmes, material resources. For the purposes of research of the impacts and of the abovementioned factors, a questionnaire was designed for schoolmasters, teachers, students, parents and businessmen, through which a collection of data in the sample wasmade. The reduction of the quantity of the data is conducted by means of factor analysis in SPSS Statistics 17, i.e., the extracting of the smallest number of factors was done, which represents well the interrelations in the collection of variables by means of: Analysis of major factors (Kajzer'scriterion), Factorization of the picture (screen test), Parallel analyses (programme used: Monte Carlo PCA for Parallel Analysis), The assessments of the adequacy of the data for the factor analysis (Bartlet test of specification and Kajzer-Majer-Olikin -KMO indicator of the sample adequacy) For the data processing and in proving the main hypothesis as well as the auxilliary hypotheses, two basic statistical methods were used:1. Descriptive statistics2. Non-parameter test:1. Kolmogorov-Smirnov test of the normality of the distribution2. HI-square test3. Graphic representation of the results of the statistical processing.The results of the research have shown that the quality of the secondary vocational education depends on the teaching staff, school management, modular educational curricula and programmes and material resources.For the fact that the quality of the secondary vocational education affects the increase of the level of production, the evidence was deducted on the basis of the results of the research which was conducted among businesmen. Further researches in the area of the quality of the secondary vocational education should be focused on: competences of teachers, competences of the management, correlation between the level of equipment of a school and the achievemtents of students, the impact ofmodular educational curricula and programmes of individual subjects, reduction of the encumbrance of students, co-operation of schools and companies on defining the content of the programme of practical education, motivation of teachers and of the management of schools for a high qulity work and for achieving results with which all the beneficiaries will be satisfied.
Books on the topic "Teachers’ classroom resources and material"
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Haines, Simon. Projects for the EFL classroom: Resource material for teachers. Walton-on-Thames: Nelson, 1989.
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Inclusion for primary school teachers. London, UK: Bloomsbury Education, an imprint of Bloomsbury Publishing Plc, 2016.
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Teaching social studies in grades K-8: Information, ideas, and resources for classroom teachers. Boston: Allyn and Bacon, 1994.
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Peregoy, Suzanne F. Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers: A resource book for K-12 teachers. 5th ed. Boston: Pearson Education/Allyn & Bacon, 2008.
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The Internet and the language classroom: [a practical guide for teachers]. Cambridge: Cambridge University Press, 2000.
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Burns, Anne. 'I see what you mean': Using spoken discourse in the classroom : a handbook for teachers. Sydney, Aust: Macquarie University, 1996.
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Peregoy, Suzanne F. Reading, writing & learning in ESL: A resource book for K-12 teachers. 2nd ed. White Plains, N.Y: Longman, 1997.
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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-8 teachers. New York: Longman Pub. Group, 1993.
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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-12 teachers. 3rd ed. New York: Longman, 2001.
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Owen, Boyle, and Peregoy Suzanne F, eds. Reading, writing, and learning in ESL: A resource book for K-12 teachers. 4th ed. Boston: Pearson/Allyn and Bacon, 2005.
Find full textBook chapters on the topic "Teachers’ classroom resources and material"
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Edwards, A. D. "Source Material in the Classroom." In Handbook for History Teachers, 204–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-18.
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Harber, Clive. "Human and Material Resources: Finance, Teachers and Physical Resources." In Schooling in Sub-Saharan Africa, 53–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_4.
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Morabito, Nancy P. "From Lab to Lecture? Science Teachers’ Experiences Translating Materiality in Lab-Based Research Experiences into Classroom Practice." In Material Practice and Materiality: Too Long Ignored in Science Education, 151–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01974-7_11.
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Léna, Pierre. "Robotics in the Classroom: Hopes or Threats?" In Robotics, AI, and Humanity, 109–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54173-6_9.
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AbstractArtificial intelligence implemented in a great diversity of systems, such as smartphones, computers, or robots, is progressively invading almost all aspects of life. Education is already concerned by this revolution, as are medicine or care for elderly people. Education is indeed a special case, because it is fundamentally based on the relationship, involving love and emotions as well as knowledge, between a fragile child and an adult. But teachers are becoming rare and education expensive: The Earth demography is here an economical challenge. We examine some of the various modalities of teacher substitution, companionship or computer-resources which are already experimented, and discuss their ethical aspects. We conclude on the positive aspects of computer-aided education, which does not substitute the teacher, but may help and provide continued professional development.
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Pashby, Karen, Marta da Costa, Louise Sund, and Su Lyn Corcoran. "Resourcing an Ethical Global Issues Pedagogy With Secondary Teachers in Northern Europe." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 47–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch003.
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In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers.
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Holler, Melissa B. "Virtual Tour." In Web-Based Education, 502–7. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch035.
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Perhaps for the first time since the computer made its debut, the teacher is in the position to command the technology-based instructional resources used in the classroom. Gone are the days when teachers must rely solely on the expertise of computer professionals to create computer-assistedinstruction. With the advent of the World Wide Web, creating student-centered, ageappropriate material rests in the hands of the classroom teacher. The Virtual Tour is the newest link to literally millions of content specific sites that supply images, sounds, and video media.
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Manolis, Christos, and Eleni Kalaitzidou. "Personal Learning Environments and Social Networks in the Traditional School System." In The Social Classroom, 417–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch021.
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An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.
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García, Karen, and Renata Suzuki. "The Blended Learning Classroom." In Web-Based Education, 834–51. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch058.
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This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to theplethora of free social software available online for thedevelopment of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuelathe opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blendedtechnology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory andthe use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.
Conference papers on the topic "Teachers’ classroom resources and material"
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Kočović Pajević, Milica, and Jelena Josijević. "Students’ perspective of ESP in IT classroom: challenges and opinions." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.420k.
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ESP has become a crucial part of every EFL curriculum. Hence, there are numerous challenges that both students and teachers encounter during their classes. This paper deals with potential problems that students face in ESP classroom, their attitudes towards the content and perspective of ESP classes and materials, as well as implications and recommendations for future methods and resources used in ESP classrooms. For the purpose of the study, we conducted a survey among students to examine their attitudes and to investigate their perspectives of ESP classes and materials. The paper presents the results of a survey conducted among IT students. The main research instrument used in our study was a questionnaire combined with a semi-structured interview and a small-scale needs analysis. The results show that students are aware of the importance of ESP and are motivated to improve their level of professional English in order to be successful in their future careers. The findings also show that most of the students’ value authentic materials and speaking activities, which were both evaluated as positive aspects of ESP classes. These findings can help us design future ESP curricula and overcome difficulties and challenges in an ESP classroom
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Mayorga, Kelia, Hugo Arias-Flores, Carlos Ramos-Galarza, and Isabel L. Nunes. "Digital Storytelling to Help Improve Reading comprehension." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002184.
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Information and communication technologies have transformed the world, especially if they are aimed at promoting reading in children in their first years of learning. The problems generated by deficiencies in reading comprehension in the student body affect their school performance and their progress in the upper years, creating demotivation and low levels in their school performance. The objective of the research proposal is to design a virtual classroom with digital narratives as support to improve reading comprehension in the student body. Digital narratives are a technological resource that can be applied pedagogically, combining content with visual and auditory material, taking advantage of the functionality of virtual classrooms such as Google Classroom, in which the proposal was designed. It is concluded that teachers must identify the problems that their students present in the reading process and implement new methodological strategies, so that learning is different, participatory and innovative, this is where narratives play an important role, such as resource that provides a change in the learning system and support for students with school behind, in addition to strengthening cognitive development with audiovisual stimuli.
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Podehl, Martin. "Statistics in the classroom learning to understand societal issues." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03111.
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The role of a National Statistical Office is to produce the official statistics for its country and to help citizens understand the issues underlying the society and economy. Reams of statistical tables cannot do the job alone: to become ‘information’, statistics must be analyzed and portrayed effectively for the target audience, i.e. citizens of all ages. Students (high school and university) can most easily be reached through the Internet. Not only has Internet access the highest rate among the young, but a website is also very cost-effective to make material available in formats and in quantities which would not have been possible in the paper age. The availability of such information, however, must be promoted to students and teachers and efforts must be made to show them the relevance of the material for the classroom. This paper will describe the activities, their results, and lessons learned from the statistical learning resource and education outreach programs in Statistics Canada.
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Qian, Binsen, and Harry H. Cheng. "C-STEM Studio: A Solution for Learning Computing and STEM Topics With Robotics and Embedded Systems." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68362.
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In this article, C-STEM Studio, a platform for hands-on integrated learning of Computing, Science, Technology, Engineering and Mathematics (STEM) with robotics, is presented. C-STEM Studio integrates many technologies, software, and curriculum that K-12 educators can use in their classroom. Ch, a C/C++ interpreter, provides an environment for computing. Linkbot Labs, Ch Linkbot Controller, and Ch Robot Controller allow teachers to utilize the robotics, such as Linkbots and Lego Mindstorms NXT and EV3, to help teach concepts in mathematics and science. RoboSim and RoboBlockly are simulation environments that allow students without physical robots to learn with virtual robots. Teachers can also teach embedded systems with Ch Arduino package, designed atop Ch. Also, easy-to-use resources explorers are built in the C-STEM Studio so that teachers and students can access teaching resources, students homework and materials come with those software. Finally, we provided a solution for Chromebook users to run C-STEM Studio through Raspberry Pi.
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Heckmann, Gerardo. "Remix technics with exe learning to improve statistics learning using moodle." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15706.
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If there is an issue that is particularly hard to understand for students in statistical inference that is the concept of the distribution of a combination of random variables: an estimator. In a massive, 300 or more students’ classroom, the challenge is even greater. This situation is common at the Faculty of Economics of the National University of Córdoba (FCE- UNC), Argentina, with more than 12,000 students. The purpose of this work is to show how to take advantage from the production of Scorm materials that facilitate the integration of resources available on the web to improve the study of statistical issues in mass classrooms through the interaction with Moodle platform. Based on Exe Learning, an SCORM was developed. This is an interactive material to complement the study of Sampling Distributions. Includes sections designed to ensure understanding of the concepts, based on the use of simulators from the Rice University and auto evaluation questions. You may visit the site at: http://aulas.eco.unc.edu.ar/course/view.php?id=7 Implemented in a course of statistical inference at FCE-UNC it seems to be a very good alternative in the search for high degree of personalization in the interaction with the students, despite the massiveness of the number of attendees. A personal score is assigned on the base of the student interaction with the Scorm and registered in Moodle. Feedback is automatically generated while using the app (correct answers are stimulated with Genial! Well done!, etc. and those wrong with clues to get to the correct answer and an expression of encouragement: Try again! It is important to remark that this kind of materials also seem to be an excellent tool to motivate teachers (materials production) and students (Statistics education in the age of social networking and distance education). Also are intended to close the gap in advancing Statistical education using technology and mobile devices.
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.
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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.
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Sijuola, Rasaq, and Jelena Davidova. "Challenges of Implementing Inclusive Education: Evidence from Selected Developing Countries." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.017.
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Inclusive education is deemed to be a lofty goal that every nation should strive to achieve. It helps people living with disabilities and people without any disabilities to have equal access to educational materials, resources, and training without any discrimination. Therefore, international advocates and governments have made conscious efforts to achieve inclusive education. However, the implementation of inclusive education and its related policies is difficult, especially in developing countries. The lofty inclusive education is challenging and almost impossible to achieve. This paper, therefore, aims to assess and highlight the challenges frustrating the implementation of inclusive education, particularly in developing countries. It is obvious that these countries are lagging behind in the achievement of inclusive education due to a wide range of challenges identified in this study. To achieve this aim, the paper employed a theoretical research method. The method allowed several extant studies, especially those published in mainstream journals, on the subject to be reviewed and explored extensively. The review of extant studies on the challenges encountered in the implementation of inclusive education produced a number of pertinent findings. So, the findings of the study revealed that societal attitude towards people living with disabilities, poor attitude of the government, inadequate infrastructure, poor funding, and a host of other reasons are the key factors frustrating the implementation of inclusive education, causing the low level of inclusiveness in the developing nations. These findings help inclusive education advocates, international organizations, and governments alike, to narrow their focus on these challenges and develop approaches to overcome them in order to achieve their end goal of inclusive education. It is therefore suggested that government should organize training programs for teachers and head teachers on how best to manage an inclusive classroom and offer inclusive education.
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Oliveira Júnior, Ailton Paulo, Nilceia Datori Barbosa, Natália Galvão Simão de Souza, and Anneliese Oliveira Lozada. "The Creation and Validation of a Digital Pedagogical Game for the Teaching of Probability in the Early Years of Elementary School." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t10c2.
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We consider teaching probabilistic concepts using an educational digital game. In particular, we seek to validate the game’s usefulness through the evaluation of basic education teachers who teach this probabilistic content in their classrooms. We believe that, in addition to creating, developing, and organizing resources and materials for teaching, it is essential that the materials are evaluated to validate their effectiveness for teaching and learning. We seek to offer teachers and students greater possibilities for didactic work by offering digital educational activities for student learning.
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Issers, Oksana S. "Modern Discursive Practices As Classroom Material For Philology And Journalism Teachers." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.27.
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Terán, Teresita Evelina, and Augusto Nascimbene. "Evaluation of the Teaching Material Developed by Biostatistics Teachers, Through Student Assessments in 2020." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t12b2.
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Students' assessment of teaching materials is a source of data to assess the quality of teaching. The opinions of the students of Biostatistics and Veterinary Medicine of the National University Entre Ríos (UNER) regarding the didactic material in the virtual world were investigated. The 82 students enrolled in the virtual classroom were surveyed. Students' evaluations of the teaching material uploaded to the virtual classroom were analyzed through a survey that consisted of four blocks of closed questions on format, design, content and general aspects. The students recognized the usefulness and practicality of the teaching material used by the teachers. This challenge is innovative as it is a starting point to promote other types of teaching. La valoración de los alumnos de los materiales didácticos constituye una fuente de datos para evaluar la calidad de la enseñanza. Se indagaron las opiniones de los alumnos de Bioestadística y de Medicina Veterinaria de la Universidad Nacional Entre Ríos (UNER) respecto del material didáctico en la virtualidad. Se encuestó a los 82 alumnos inscriptos en el aula virtual. Se analizaron las valoraciones de los alumnos respecto del material didáctico subido al aula virtual a través de una encuesta que constó de cuatro bloques de preguntas cerradas sobre Formato, Diseño, Contenido y Aspectos generales. Los alumnos reconocieron la utilidad y practicidad del material didáctico utilizado por los docentes. Este desafío es innovador ya que es un punto de partida para promover otro tipo de enseñanza.
Reports on the topic "Teachers’ classroom resources and material"
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.
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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.
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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.
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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.
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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Shapovalov, Viktor B., Artem I. Atamas, Zhanna I. Bilyk, Yevhenii B. Shapovalov, and Aleksandr D. Uchitel. Structuring Augmented Reality Information on the stemua.science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2666.
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It is demonstrated that one of the conditions for successful scientific and pedagogical work is exchanging of methodical materials, including with using of augmented reality. We propose to classify approaches of placing methodical materials on closed, open and open-moderated types. One of the important benefits of a closed type is the high quality of the methodical material, but it’s limited by amount of material and the lack of exchange opportunities that are problems, and there are no open-moderated resources in the Ukrainian language. The aim of this article is to analyze approaches of systematization of methodical material with using of augmented reality and recommend using of STEMUA for systematization of them. It is shown that STEMUA allows teachers to develop methodical material and place it on this platform. The platform automatically organizes methodical material in the database. Consequently, the platform is satisfying the methodical needs of Ukrainian teachers for material with using of complementary reality in the teaching. It is recommended for teachers and methodists to provide development and methodical materials with using of augmented reality and add them to the platform database.
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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.], July 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 dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.