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1
Fazio, Barbara Byrd, and Lewis Polsgrove. "An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula." Journal of Special Education Technology 10, no. 1 (September 1989): 5–13. http://dx.doi.org/10.1177/016264348901000101.
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This investigation is an evaluation of a teacher training project designed to aid teachers of the mildly mentally handicapped in developing and implementing plans for integrating computer use into their existing math curricula The training project was designed to facilitate teachers' implementation of recommended practices for effective use of computer-based instruction Both classroom observation and teacher opinion data indicated that teachers who underwent the training program were more effective at integrating microcomputer technology than were teachers who had volunteered to participate in the training project but were not admitted due to enrollment limitations.
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Mahfud, Hasan, Fadhil Purnama Adi, Idam Ragil Widianto Atmojo, and Roy Ardiansyah. "Competency Analysis of Evaluation of Technology-Based Learning in Elementary Teachers in the City of Surakarta." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 270. http://dx.doi.org/10.20961/shes.v2i1.38119.
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<em>The purpose of the service is to train elementary school teachers to have the competence to make Technology-Based Learning Evaluation Instruments for Elementary Teachers in the City of Surakarta. In addition to training teachers, this service also aims to analyze teacher competencies in the Technology-Based Learning Evaluation Instrument for Elementary Teachers in Surakarta. The subject of this service is an elementary school teacher in the city of Surakarta. The method used in this service starts with Workshop, Practice, and Implementation. In conducting this training, the subjects were asked to take a test related to the preparation of Technology-Based Learning Evaluation Instruments for Elementary Teachers in the City of Surakarta. Analysis of the data used is pre-test and post-test. The result of this activity is that there is an increase in the knowledge and understanding of teachers regarding the preparation of Technology-Based Learning Evaluation Instruments for Elementary Teachers in the City of Surakarta</em>
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Nour EL-Daou, Badrie Mohammad. "The Effect of Using in Computer Skills on Teachers’ Perceived Self-Efficacy Beliefs Towards Technology Integration, Attitudes and Performance." World Journal on Educational Technology 8, no. 2 (July 30, 2016): 106. http://dx.doi.org/10.18844/wjet.v8i2.928.
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The current study analyzes the relationship between the apparent teacher’s Self-efficacy and attitudes towards integrating technology into classroom teaching, self- evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al,2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement on teachers’ attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.Keywords: Self- esteem; Activeinspire pre-service training; Perceived self -efficacy; Computer technology performance.
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Yusron, Rifky Maulana, Rica Wijayanti, and Anindita Trinura Novitasari. "Pelatihan Pembuatan Google Form bagi Guru SD Sebagai Media Evaluasi Pembelajaran Jarak Jauh (PJJ) Masa Pandemi." Publikasi Pendidikan 10, no. 3 (November 14, 2020): 182. http://dx.doi.org/10.26858/publikan.v10i3.15055.
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Distance Learning (PJJ) began to be applied by all teachers in Indonesia during the Covid Pandemic including teacher who taughtat the Elementary School (SD) level. The application of this learning is not as easy as what many people talk about, because teachers must be able to select and design instrucctional media using technology. The problem ezperienced by teacher, especially in the regions, is the lack of knowledge in making technology-based learning media, especially learning media that can be used as an evaluation material for Distance Learning (PJJ). As a solution tothis problem, our team conducted training on making google forms for elementary teachers as a medium for evauating Distance Learning (PJJ) during the pandemic. The ethod we provide for this community service activity is by providing direct training to elementary school teachers, making simole modules, and providing assitance in making google form evaluation media. The result of this services activity is that as many as 20 teachers who participated in the training were able to create and design their own google form according to the needs of each subject as a media for evaluation of Distance Learing (PJJ. In addition, based on the results of the questionnaire filled out by the teachers who attended the training, it shows that 90% of the teachers understand how to make google forms themselves and 100% of the teachers are happy with the training acivities that have been held.Keyword: google form, pjj, evaluation learning
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Maksymchuk, Borys, Roman Gurevych, Tetiana Matviichuk, Oleksii Surovov, Nataliya Stepanchenko, Nadiia Opushko, Andrii Sitovskyi, et al. "Training Future Teachers to Organize School Sport." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 310–27. http://dx.doi.org/10.18662/rrem/12.4/347.
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Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions.
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Mioduser, David, and Malka Margalit. "TTIPSS—A Computer-Based System for Training Problem Solving and Educational Planning." Journal of Special Education Technology 13, no. 3 (June 1997): 1–13. http://dx.doi.org/10.1177/016264349701300301.
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Children with special educational needs are at risk for developing maladjustment behaviors, and special education teachers need specific training for meeting children's challenging behaviors with effective strategies. In line with Shulman's paradigm of instructional knowledge, TTIPSS as an interactive technology-based system was designed to support teachers' problem solving training for promoting interventional planning. Utilizing the advantages of the expert-system technology in teacher training, the five training stages of TTIPSS were presented: (a) case description, (b) formulating the preliminary hypothesis, (c) collecting additional information through questions from four different sources: observations, the psychologist's report, parents' inter-view and the child's view, (d) intervention planning and (e) evaluation. Preliminary pilot reflected teachers' satisfaction and focused attention at needed changes. A sample session illustrates the teachers' patterns of interactions with the system.
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Hofmeister, Christian, and Matthias Pilz. "Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany." Education Sciences 10, no. 7 (July 13, 2020): 182. http://dx.doi.org/10.3390/educsci10070182.
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For teachers in vocational education and training (VET), lifelong learning and related further training is important to meet the growing demands of the teaching profession. This paper analyses the perception of technology and e-learning of teachers in Poland, Italy and Germany. The innovative aspect of this study lies in its combination of general perceptions of online learning and technology on the one hand and findings in relation to a specific online Teacher Training Tool on the other hand. The aims of this study are to show the relevance of e-learning in teacher training and to measure the perception and acceptance of this form of further training by VET teachers. The results should provide support for the further design and development of online education formats for teachers. The evaluation was carried out using a quantitative cross-cutting study using a standardised questionnaire. The results of an online questionnaire show that the approach of online learning as a form of teacher training was met with great interest among VET teachers and that the perception of one’s own benefit from such a training option was positive. The quality of the online learning units is decisive for the acceptance of e-learning opportunities. One limitation of this study is that the diverse country-specific cultural aspects and systems of teacher training could only be taken into account to a limited extent. This paper enables international comparative research on teacher training to be integrated using e-learning formats.
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Liu, Yu. "Evaluation Algorithm of Teaching Work Quality in Colleges and Universities Based on Deep Denoising Autoencoder Network." Mobile Information Systems 2021 (July 28, 2021): 1–7. http://dx.doi.org/10.1155/2021/8161985.
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One of the most significant components of the teaching department’s evaluation of teaching quality is evaluating teachers’ performance. With the acceleration of educational informatization, modern information processing technology can be used effectively to evaluate teachers’ teaching quality in traditional teaching. In this context, combined with some computational intelligence algorithms, it is critical to developing a targeted teaching quality evaluation system. This paper studies teacher teaching evaluation’s characteristics and existing problems and analyzes the fundamental theories and methods of teacher teaching evaluation in colleges and universities. A novel combination of deep denoising autoencoder and support vector machine was proposed for evaluating teacher’s teaching quality. Moreover, support vector regression is used to predict the model’s output layer to achieve supervised assessment prediction. To capture the data’s key properties, the model comprises numerous hidden layers and conducts various feature transformations during unsupervised training to minimize the mean square error between the reconstructed output data and the original input data. As a result, the proposed model achieved the highest recognition accuracy of 85.23% and convergence compared to other models. Thus, the method can be employed to evaluate and forecast the quality of university teaching activity successfully.
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Jiang, Z. H. "RESEARCH ON THE MAKER TEACHER MOBILE TRAINING PLATFORM BASED ON BIG DATA ANALYSIS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-3/W10 (February 7, 2020): 343–48. http://dx.doi.org/10.5194/isprs-archives-xlii-3-w10-343-2020.
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Abstract. In the era of "Internet +" and Big Data, it is of great practical significance on how to build a training platform that accurately matches the professional development of maker teachers, and to carry out personalized mobile training for maker teachers under the Big Data analysis technology. The construction of the maker teacher mobile training platform, based on the big data analysis technology, is designed to explore the personalized needs of maker teachers in professional development. It introduces a new concept of MOOC and community space design to build the maker mobile training platform framework structure, which contains three layers: application layer, service layer, and data layer. It designs five functional modules: diagnostic demand analysis module, personalized service customization module, online maker course module, seminar space module, and evaluation feedback module. The case analysis of the platform and its application effect shows that the maker teacher mobile training platform based on big data analysis has obvious effects on professional development for teachers and can provide reference for future research on related topics.
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Mahapatra, Santosh Kumar. "Impact of Digital Technology Training on English for Science and Technology Teachers in India." RELC Journal 51, no. 1 (April 2020): 117–33. http://dx.doi.org/10.1177/0033688220907401.
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With digital literacies becoming an essential competency for teachers across the world, recent educational policies in India emphasize teachers’ ability to use digital technologies for pedagogic purposes and the use of digital technologies by teachers as one of the evaluation criteria for ranking institutions. In the absence of any properly established policy on in-service training in digital technologies for teachers, such policies cannot be expected to promote effective learning. Moreover, little effort is being made to keep track of the impact of training in digital technologies on teachers’ pedagogic practices. In light of the above background, the proposed multiple-case study aims to explore changes in the practices of three English for Science and Technology (EST) teachers in India. The main objective of the study is to compare the teachers’ technology integration practices before and after they participated in a 12-hour need-based training programme in digital technologies. Data for the study were collected through questionnaires, interviews, classroom observations, field notes and e-portfolios. Results suggest that the programme had a positive impact on their practices and there was difference in the way the three teachers selected, used and thought about digital technologies. Factors such as motivation, administrative support, students’ response to the use of technologies, and awareness about students’ language needs shaped their practices.
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Guo, Kai, *Jing Chen, Jun Lei, and Tan Jin. "Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (October 2021): 100–112. http://dx.doi.org/10.4018/ijcallt.2021100107.
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In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.
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Jayanti, Jayanti, and Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, no. 1 (April 25, 2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.
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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.
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Stefany, Stella, and Rijanto Purbojo. "Teacher Training: Tech Savvy Educator Community Service For Teachers In Learning Center, PPMT Parung." Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) 2 (December 15, 2019): 891–96. http://dx.doi.org/10.37695/pkmcsr.v2i0.371.
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Getting into Indonesia roadmap program "Making Indonesia 4.0", most of the sector industries have to divert their business into digital. Education as a stakeholder that support these main industries highlighted to put concern about digitizing their learning program. As a part of mission service, GKY Puri Indah nurturing scholar-teacher chain in a continuous program. They built several learning centers to facilitate students in improving their learning skills after school as a part of nurturing future leaders, especially for churches. Before assigned to churches, these graduates have to teach in the learning center for two years. The problem is how can these theological graduates play their role as a teacher. Teacher training systemic program that will be held continuously to educate these teachers. At the first session, conducted in two parts. First part highlighted topic about motivation, teaching, and learning, the second one, highlighted effective communication mediated by technology and approaches in using technology for managing the classroom. The method used in this community service is lecturing, discussion, and presentation as evaluation, divided into 4 phases: preparation, delivery, assessment, and evaluation. Result of this program is some motivated participants are needed to be enriched by consistent training at least twice in a year to improve their teaching skills and technology use in education.
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Малеванов, E. Malevanov, Калашникова, N. Kalashnikova, Болотина, Tatyana Bolotina, Жаркова, and E. Zharkova. "Technique of the Accounting for Results of Pedagogical Workers Evaluation by the Graduates of Previous Years During the Forming and Realization of System of Teacher’s Growth." Profession-Oriented School 5, no. 2 (April 14, 2017): 11–31. http://dx.doi.org/10.12737/25170.
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One of strategic tasks of schools is stimulation of pedagogical workers to professional development on the basis of strengthening of objectivity, openness and transparency of evaluation of their work. Article considers new approaches to estimated procedures in system of teacher’s growth on the basis of the accounting school graduates evaluation system of teacher growth. Authors presented the material prepared within realization of actions of Federal target program of development of education (FTPDE), a task “Development of modern mechanisms and technologies of the general education”. The article described step by step the technique of the use of technology accounting teaching staff evaluation of the graduates of last years in the general education organizations. The technology allows you to build public ratings of school teachers on the basis of estimates of graduates of last years, to make reasonable decisions on stimulation, the direction on training (professional development according to the specific program providing elimination of the revealed professional deficiencies), and program planning individual professional development of teachers.
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KRAVCHUK, N. "TECHNOLOGY OF COMPETENCE FORMATION IN THE FIELD OF PROTECTION AND PROTECTION OF TEACHERS 'INTELLECTUAL PROPERTY RIGHTS IN THE PROCESS OF QUALIFICATION IMPROVEMENT." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 120–31. http://dx.doi.org/10.33989/2075-146x.2020.26.227560.
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The paper presents a theoretical justification of the technology of competence formation in the field of protection and enforcement of intellectual property rights of teachers of general secondary education in the process of professional development. This technology is aimed at forming a base of knowledge, skills and abilities in the field of intellectual property, which will teach teachers to perceive the results of their own innovative activities as an economic product that can benefit, promote compliance with the rules and regulations of academic integrity in teaching.The outlined technology involves the implementation of five stages: preparatory-diagnostic, motivational-target, cognitive-orientational, activity-operational and control-evaluation.The preparatory and diagnostic stage of the technology consists in carrying out a set of diagnostic actions to determine the state of formation of competence in the field of intellectual property at different stages of professional development to ensure its effective formation.Motivational and target stage of teacher training technology in the field of protection and protection of intellectual property rights is based on information obtained at the preparatory and diagnostic stage, and is to develop a hierarchy of objectives and presentation of learning outcomes aimed at developing teacher competence in the field of protection and protection of rights intellectual property.During the cognitive-substantive stage of in-service teacher training in the field of protection and protection of intellectual property rights, a meaningful part of the process of forming competence in the field of protection and protection of intellectual property rights of teachers in the process of in-service training is realized. courses according to our goals and objectives.The activity-operational stage of the technology of advanced training of teachers in the field of protection and defense of intellectual property rights aims at the direct formation of knowledge, skills, abilities and professional qualities in the field of intellectual property of teachers of general secondary education. The control and evaluation stage of the technology of in-service training of teachers in the field of intellectual property involves the creation of a system for assessing the degree of formation of competence in the field of intellectual property of teachers based on the results of in-service training.
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ELDaou, Badrie Mohammad Nour. "The effect of training in active inspire program on teachers’ perceived self-efficacy and their technology performance." World Journal on Educational Technology: Current Issues 8, no. 3 (October 19, 2016): 294. http://dx.doi.org/10.18844/wjet.v8i3.1118.
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The current study explores the relationship between the perceived Teacher’s Self-efficacy on Robert Reasoners’ scale (RRSES) of 60 post-training science teachers and 12 mixed-major teachers and their computer performance grades after their third practice of teaching training in Activeinspire program. To collect data on Self-evaluation, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which the student teachers used to rate their Self-efficacy. Using pre/post measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) in 2012, this study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Specifically, this study found that Perceived positive attitude with computer technology was found to be a significant predictor of self-efficacy beliefs towards technology integration. Also, the findings of this research revealed that pre-service teachers earned high computer technology scores. Moreover, it revealed a higher correlation between RRSES subscales scores than between the technology and RRSES scores. Recommendations and future research were discussed.
Keywords: Self- esteem, active inspire, pre-service training, perceived self –efficacy, computer, technology performance.
performance
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Markovich, Olga S., and Alexey N. Sergeev. "Evaluation of the effectiveness of the use of case-technology in teaching computer modeling of future teachers of informatics." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 351–64. http://dx.doi.org/10.22363/2312-8631-2019-16-4-351-364.
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Problem and goal. The article describes the problem of using case-technology in teaching computer modeling to future teachers of informatics. The relevance of solving this problem is determined by the need to find new approaches to combining the fundamental and applied training of future teachers in order to form a holistic competency that provides a solution to professional pedagogical problems. The purpose of this study was to design a model of training future teachers of informatics in the field of computer modeling using case-technology, as well as testing this model during a pedagogical experiment. Methodology. The basis of the developed methodological approach was the use of subject-oriented cases in teaching computer modeling to future teachers of informatics. This type of cases is considered as a set, which includes: 1) situational problem; 2) tasks, the implementation of which leads to the solution of the problem; 3) materials needed to complete tasks; 4) software tools for solving the problem. The model of training of future teachers of informatics using case-technology is considered as a set of target (formation of competence of the teacher of informatics in the field of computer modeling), content (the content of the course “Computer Modeling”) and process components (three stages of design, development and direct application of the subject-oriented case of computer modeling in the classroom). To assess the effectiveness of the case-technology application, a pedagogical experiment was conducted, involving the implementation of training in experimental and control groups. Results. The article presents the results of an experiment conducted at the Volgograd State Socio-Pedagogical University. During the experiment in the control and experimental groups, a course of computer modeling was implemented with the preservation of the content, but with the use of case-technology in the experimental group. Criterion evaluation of the effectiveness of the formation of competence of the teacher of informatics in the field of computer modeling was carried out in the subject and research aspects. The results of the experiment showed that in the experimental groups increased the number of students represented at high, as well as medium and high levels of formation of both the subject and research component of the competence. Conclusions. The study showed that the proposed approach to the use of case-technology provides high results. The obtained and statistically confi data of the experiment allow us to speak about the effectiveness of the use of case-technology as a means of teaching computer modeling to future teachers of informatics.
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Ramazanova, Dinara, Aigulden Togaibayeva, Aliya Suguraliyeva, Botagoz Zhubatyrova, Gulmira Biissova, and Bukhaeva Anar. "Evaluation of pre-service teachers' views on their ability to use instructional technologies." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 428–36. http://dx.doi.org/10.18844/wjet.v13i3.5951.
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In recent times, educational technologies have gained grounds in many fields of study. The use of technology to facilitate learning has increased over the past decade, but related problems in education and training are still on the surge. The aim of this study is to determine the opinions of prospective teachers about the skill levels of using and preparing the internet, computer and instructional technology according to different variables. The study was applied to the senior students studying at the classroom teaching department of a university of education faculty in Kazakhstan. Optional participation was provided.The 32 teacher-participants were asked 4 interview questions. Data were taken with a qualitative research method. The prepared questions were prepared to get the opinions of pre-service teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. The elementary school teacher candidates feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they cannot prepare multi-purpose teaching devices.
Keywords: teacher candidate, technology, educational technology;
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Urhan, Selin, Nazan Sezen Yuksel, and Selay Arkun Kocadere. "The evaluation of technology-based course materials developed by mathematics teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 56–65. http://dx.doi.org/10.18844/prosoc.v4i9.3042.
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The change in technology manifests itself in the restructuring of mathematics teaching and learning processes. Effective use of information and communications technology (ICT) in learning environments has gained importance. The ability to prepare technology-based course materials is currently one of the competencies of teachers. In this study, within the scope of the Erasmus+ project titled ‘Math Teachers’ Adventure of ICT Integration’, mathematics teachers were offered an online course called ‘Teaching Mathematics with GeoGebra,’ which combines geometry, algebra, graphs, statistics and calculus in a single interface. It is both a dynamic geometry software program and a computer algebra system. The aim of this study is to examine the course materials developed by teachers using GeoGebra and determine the errors in their materials. The technology-pedagogy-content knowledge model was used as the framework for the content analysis. Based on the results, suggestions for both in-service training of teachers and future research were presented. Keywords: GeoGebra; ICT; course material; technology enhanced mathematics teaching.
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Pramuditya, Surya Amami, Cita Dwi Rosita, Siska Firmasari, and Sri Asnawati. "Guru di Era Digital: Pelatihan Implementasi Schoology sebagai Learning Management System bagi Guru SMP Veteran Kota Cirebon." Jurnal Pengabdian Pada Masyarakat 5, no. 4 (November 30, 2020): 1043–50. http://dx.doi.org/10.30653/002.202054.457.
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TEACHERS IN THE DIGITAL ERA: TRAINING ON THE IMPLEMENTATION OF SCHOOLOGY AS A LEARNING MANAGEMENT SYSTEM FOR TEACHERS OF SMP VETERAN CIREBON CITY. Distance education is a natural learning system that involves two-way communication through the media between educators and students when there is a distance that separates them. To integrate the two-way communication process requires a learning management system (Learning Management System). One of the LMS platforms is Schoology. Schoology allows users to create, manage, and interact with each other and share academic content. Schoology provides solutions for teachers to improve their professionalism in the digital age, especially in the use of technology for learning. The resource person trains participants with the lecture method, which explains how to use the menus and tools contained in LMS Schoology, as well as simulations of how to implement them in learning. The training stage consists of the preparation phase and the implementation phase of the training. The target of the training is the teachers of all subjects in Cirebon Veterans Junior High School. Indicators of training implementation with evaluation during the training process and post-training evaluation. From the results of the community service activities, during the face-to-face events, the teachers looked enthusiastic, only when the exercises were online (non-face-to-face), only one teacher actively participated out of a total of 9 teachers who became training participants. Based on observations, few teachers took part in online activities because of their busy operations in classroom teaching, which had to pursue productive weeks of learning.
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Widya Sukmana, Rika. "PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SEBAGAI ALTERNATIF DALAM MENGEMBANGKAN MINAT BELAJAR PESERTA DIDIK SEKOLAH DASAR." Pendas : Jurnal Ilmiah Pendidikan Dasar 2, no. 2 (March 22, 2018): 189. http://dx.doi.org/10.23969/jp.v2i2.798.
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Community service aims to provide insight into knowledge of Science, Technology, Engineering and Mathematics (STEM) approach, to improve professionalism for elementary school teachers at SDN Cilisung 1 and 2, Bandung. In addition, it provides steps how to apply STEM approach for learners through training activities on STEM. The target of the training is elementary school teachers in SDN Cilisung 1 and 2 Bandung. Problems are solved in three stages of activity, namely preparation, implementation and evaluation. Preparation is done by conducting a preliminary survey to see the conditions in the field regarding teachers’ professional development. Implementation is done by training, using lecture method that is with presentation technique, followed by practice of micro teaching about STEM. Evaluation of activities carried out for each stage by collecting and summarizing data from each stage of activity. The results of the training activities show the success rate with an indication of material conformity with the needs of SDN Cilisung 1 and 2 teachers, positive responses from the participants, and most participants have understood the STEM approach.
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John, Alexander, Teena Mary Joy, Nimitha Paul, Sumithra Unni, Suja Gopalakrishnan, and G. Anusha. "Effectiveness of an ‘abridged course in medical education technology’ based on students’ evaluation of the teachers’ performance." International Journal Of Community Medicine And Public Health 6, no. 1 (December 24, 2018): 418. http://dx.doi.org/10.18203/2394-6040.ijcmph20185267.
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Background: To sustain the standards of quality medical education, the faculty needs to be well trained in the medical education technologies, both traditional and innovative. Students are the real beneficiaries of all training programmes conducted for faculty development and they appreciate good teaching. Their involvement in all possible aspects of teaching and learning will go a long way in achieving the best outcomes. The objective of the study was to assess the effectiveness of an ‘Abridged course in Medical Education Technology’ for entry level teachers based on the students’ evaluation of the (teaching) performance of the teachers.Methods: An interventional study was carried out amongst 447 students, in which an educational intervention was done and the effectiveness of the ‘Abridged course’ was assessed. Teaching by the teacher trained through the ‘Abridged course’ formed the ‘intervention’ in the study. ‘Evaluation of the teaching performance’ by the students was the outcome studied.Results: The performance of teacher as assessed by the students had a higher mean score (61.28, SD 9.8) for residents who underwent training in medical education technology, as compared to other residents (56.81, SD 9.2) with a p-value of <0.001.Conclusions: This study highlights that an abridged course in teaching methodology for entry level medical teachers improves the quality of their teaching.
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Tamai, Teruyuki, Yoshihiro Ohnishi, and Kazuo Kawada. "Development of Basic Training for Teaching Measurement and Control to Junior High School Students." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 419–26. http://dx.doi.org/10.20965/jrm.2019.p0419.
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In 2017, the government announced the course of study guidelines. It showed the necessary qualification and ability for junior high school students and guidance on junior high school technology education. Because new content is included there, training of incoming teachers at junior high school is required. This paper proposes a training curriculum on measurement and control of junior high school technology. This training was practiced for junior high school teachers in Ehime. These members showed high evaluation. This training will enhance educational practice for junior high school students.
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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.
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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.
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Babb, Ivar G., Gail Scowcroft, and Andrea Gingras. "Marine Technologies for Teachers and Students (MaTTS): A Continuum of Professional Development and Instruction in Ocean Science and Technology." Marine Technology Society Journal 52, no. 1 (January 1, 2018): 33–46. http://dx.doi.org/10.4031/mtsj.52.1.6.
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AbstractThe Marine Technologies for Teachers and Students (MaTTS) Project, funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers program, provided teams of high school teachers and students from southern New England with professional development and learning activities focused on technologies that enable ocean exploration and discoveries as well as exposure to career opportunities that support the ocean economy. MaTTS designed, implemented, and evaluated a continuum of evidence-based activities to train teachers and engage students. The educational programs focused on low-cost, build-it-yourself technologies that were adapted by the MaTTS team and provided hands-on training and skills development for both teacher and student participants. The continuum was further enabled by the information and communications technologies (ICT) available at the Inner Space Center to provide ocean science and technology content delivery and real-time ocean exploration and interactions with scientists and engineers working at sea. Results from the project evaluation revealed positive impacts on both teacher and student participants, particularly regarding their content knowledge, beliefs about science, and leadership skills. The evaluation also revealed several areas where the project could be improved to support implementation at a broader scale.
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Bashkir, Olha, Violetta Panchenko, Olha Osova, and Anastasiia Zhytnytska. "Technology of Forming Future Teachers’ Readiness for Pedagogical Improvisation." Educational Challenges 26, no. 1 (March 31, 2021): 15–27. http://dx.doi.org/10.34142/2709-7986.2021.26.1.02.
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The article grounds the relevance of the special preparation of students of pedagogical universities for pedagogical improvisation based on the analysis of psychological and pedagogical literature and the ways in which future teachers acquire professional knowledge and skills.
Having analyzed the content of the educational programs of psychology and pedagogy we proved that no purposeful training of future teachers for pedagogical improvisation has been organized. It caused the need for developing an appropriate technique.
The purpose of the article is to develop a technique to form future teachers’ readiness for pedagogical improvisation in the process of studying psychological and pedagogical disciplines.
Methodology. The research was conducted with the application of theoretical (analysis of psychological and pedagogical literature to define a conceptual-categorical apparatus; grounding the technique of forming future teachers’ readiness for pedagogical improvisation) and empirical methods (surveys, questionnaires, testing, observation, conversation, dialogue, methods of expert evaluation, self-assessment analysis of learning outcomes, content of educational programs of psychological and pedagogical disciplines).
In the course of the research the following results were achieved: the essence of the concepts «readiness for pedagogical improvisation», «learning technique» was defined; structural components of readiness for pedagogical improvisation were singled out; surveys, interviews and questionnaires were conducted among the future teachers to identify their level of readiness for pedagogical improvisation. Moreover, the research contributed to the development of a technique to form future teachers’ readiness for pedagogical improvisation, which led to the gradual formation of students’ skills to improvise.
The conducted research allowed us to draw the conclusion that the readiness for pedagogical improvisation is a stable individual quality that integrates the values, knowledge, skills, which should be formed in several stages. Motivational-targeted stage was aimed at stimulating the development of positive motivation for improvisation; content and procedural stage that provided for acquiring the necessary knowledge and skills of pedagogical improvisation; evaluation-reflexive stage involving evaluation and correction of personal and professional development, content, forms and methods of training.
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Aravindakshan, Rajeev, Swathi Augustine, and Vijaya Lakshmi Gaddam. "A Self-Evaluation of Residents-as-Teachers Following a Medical Education Technology Training Session." Journal of Research in Medical Education & Ethics 9, no. 3 (2019): 199. http://dx.doi.org/10.5958/2231-6728.2019.00035.0.
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Boichuk, Vitalii M., Roman M. Horbatiuk, and Svitlana L. Kucher. "МЕТОДИКА ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПІДГОТОВЦІ ДО ПРОЕКТНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 137. http://dx.doi.org/10.33407/itlt.v71i3.2838.
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The ways of solving the problem of using modern information and communication technologies at different stages of project activity of students are outlined. The specific feature of the professional activity of craft and technology teachers enables the use of modern communication tools at different stages of creative projects, combining technical means with the latest educational technologies. The methodical features of ICT application during information search, project development, evaluation and self-evaluation are highlighted. The variants of expedient application of public computer programs and means of communication with the purpose to increase the professionalism of projects execution by students, optimization of feedback between the teacher and subjects of training, innovative approach in the implementation of complex tasks are offered.The mastery of instrumental artistic and technical software should become a base for the methodical system of teaching at the Pedagogical University. They form the basis of information technology and artistic and graphic competence of future technology teachers and is the basis for the development of the person's ability to professional activity, allowing the future teacher of technology to professionally use the mastered computer resources in pedagogical and artistic and creative activities. It has been proved that the training of future technology teachers is effective on the basis of ICT (programming language, ready-made software products, Microsoft Office software package, cloud services, Internet resources, WEB-site), implemented in the educational process of special (designing and modeling of clothing, design of clothing ) and psychological and pedagogical (the method of profile education, the theory and methodology of teaching technology, the method of educational work) disciplines.
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Konak, Armağan. "Opinions of Art Teachers on the Standards of the International Society for Technology in Education: The Case of Western Mediterranean Region, Turkey." Journal of Education and Training Studies 6, no. 3 (February 16, 2018): 53. http://dx.doi.org/10.11114/jets.v6i3.2858.
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The purpose of this study, which is based on qualitative data, is to reveal the opinions of art teachers on the teacher standards set by the International Society for Technology in Education.It has been observed that the majority of participants of a study group are not aware of these standards, use social networks but do not use mobile applications, use the Internet for information-research purposes, and follow a news from the Internet. The participants think that students should be directed to conscious Internet use and must be educated accordingly.The study group is of the opinion that technology and the teachers’ field knowledge should be included in education training to facilitate the learning of students and to stimulate their creativity. Group members also believe that classical education and original activity design should be utilized in the design and development of learning experiences and evaluation activities, and the use of technology and applications that focus on students in order to be an example on studying and learning in this information age is needed. According to the participants, art teachers should inform students about conscious use of the Internet, and teach them to integrate life-long learning with real-life situations by participating in professional development-leadership activities. One of the participants thinks that excessive use of technology during classes will make students become used to excessive comfort. Another participant is of the opinion that the use of technology in the learning environment will not be useful.As a result of the study, the following suggestions are offered.Art teachers can be informed about teacher standards.Art teachers can be given training about involving technology in teaching-learning processes, about learning experiences and the design of the evaluation activities, and life-long learning and professional development.Studies that emphasize the importance of the use of technological resources in education can be conducted.Art teachers can be informed about conscious Internet use.
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Li, Ya Juan. "Research on the Multimedia Teaching in Chinese Universities." Advanced Materials Research 971-973 (June 2014): 2621–24. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2621.
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Multimedia technology integration is becoming a core part in the development of teaching. Multimedia teaching adapts to the needs of the higher education, and realizes three-dimensional teaching process. But we find that there are some problems in multimedia teaching in practice, such as misunderstanding of multimedia teaching methods, poor teaching effectiveness, etc. The main reasons are the irrational teacher evaluation system, poor ability of information teaching, etc. We should reform the teacher evaluation system, and strengthen the training of teachers and so on.
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Fauziah, Fauziah, Riska Amelia, and Yusri Wahyuni. "PEMANFAATAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KETERAMPILAN GURU MATEMATIKA SMP/MTs DI KECAMATAN LENGAYANG." Jurnal Implementasi Riset 1, no. 1 (April 28, 2021): 28–37. http://dx.doi.org/10.37301/iris.v1i1.9.
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The development of information technology today is so fast that it affects all aspects of life including the field of education. In the field of education, especially mathematics lessons at the primary and secondary school levels, there have been many media or tools that can be used in teaching basic mathematical concepts, one of which is using Geogebra software. Mathematics teachers in SMP / MTs in Lengayang District, Pesisir Selatan Regency still have limitations in using computers as a tool for making learning media with the help of math software. The objectives of this community service are: Increase teachers' understanding of the role of mathematics learning media, and Improve teacher skills in using geogebra applications to create mathematics learning media. GeoGebra was chosen as an alternative because it has various advantages both theoretically and based on research results. The method used is training on GeoGebra, simulation, and evaluation. PKM activities are carried out on SMP / MTs mathematics teachers in Lengayang District, Pesisir Selatan Regency. Based on the results of this training, it was concluded that the teacher's knowledge and understanding of the importance of media in learning mathematics increased and the teacher was able to design mathematics learning media using GeoGebra software.
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Farman, Farman, Sarimuddin Sarimuddin, Chairuddin Chairuddin, and Fitriyani Hali. "Computer based problem compilation training using wondershare quiz creator for junior high school teachers." Community Empowerment 6, no. 5 (May 6, 2021): 833–42. http://dx.doi.org/10.31603/ce.4576.
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Learning outcomes assessment integrated with information technology is an investment conditioning an honesty to students and increasing the credibility of the National Examination’s results. On the other hand, there must be a harmony in the assessment of learning outcomes with computer-based tests from an early age on students in school education units. Therefore, teachers are required to have the knowledge and ability to compile computer-based tests, as part of the pedagogical competency standards of teachers. The main objective of this science and technology program is to improve the knowledge and skills of teachers as well as to provide maximum service for students in the evaluation of learning at SMP Negeri 1 Baula. This activity wass in the form of training in the preparation of multiple-choice questions and stuffing using the Wondershare Quiz Creator. The steps for this interactive question preparation training activity consisted of preliminary analysis, preparation, implementation and evaluation of the training. With this training, teachers at SMP Negeri 1 Baula had the basic knowledge and skills in making interactive questions using the wondershare quiz creator. This condition was known through the results of observing activities where participants have been able to make computer-based questions. In addition, using wondershare quiz creator as an evaluation tool in learning is good.
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Fonseca, Luciana Mara Monti, Natália Del'Angelo Aredes, Adriana Moraes Leite, Claudia Benedita dos Santos, Regina Aparecida Garcia de Lima, and Carmen Gracinda Silvan Scochi. "Evaluation of an educational technology regarding clinical evaluation of preterm newborns." Revista Latino-Americana de Enfermagem 21, no. 1 (February 2013): 363–70. http://dx.doi.org/10.1590/s0104-11692013000100011.
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AIM: To evaluate, from the students' point of view, educational software developed as a tool to help teachers and students in neonatal nursing. METHOD: The study evaluates the contents and simulations addressed in the software. A total of 57 undergraduate nursing students affiliated with five Brazilian public colleges participated. RESULTS: The general assessment of the software was highly satisfactory: 82.4% of the sample characterized the software as quite effective as a teaching tool. Most components were assessed as good or very good. The participants' suggestions and comments are being considered in the improvement and adaptation of the new software version. CONCLUSION: The results show that the product is adequate for use in neonatal nursing courses and nursing training on the physical examination techniques and semiology of preterm newborns, falling within the pedagogical framework of active methods.
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Stavroulia, Kalliopi Evangelia, Evanthia Makri-Botsari, Sarantos Psycharis, and Gerassimos Kekkeris. "Emotional experiences in simulated classroom training environments." International Journal of Information and Learning Technology 33, no. 3 (June 6, 2016): 172–85. http://dx.doi.org/10.1108/ijilt-10-2015-0030.
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Purpose – Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester. Design/methodology/approach – SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities. Findings – The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction. Originality/value – The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
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Lailatussaadah, Lailatussaadah, Fitriyawany Fitriyawany, Erfiati Erfiati, and Sri Mutia. "FAKTOR-FAKTOR PENUNJANG DAN PENGHAMBAT DALAM PELAKSANAAN PEMBELAJARAN DARING (ONLINE) PPG DALAM JABATAN (DALJAB) PADA GURU PEREMPUAN DI ACEH." Gender Equality: International Journal of Child and Gender Studies 6, no. 2 (September 29, 2020): 41. http://dx.doi.org/10.22373/equality.v6i2.7735.
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Abstract The low quality of education in Indonesia has something to do with the low quality of teacher. Meanwhile, facing the challenge of 4.0 era, teacher is supposed to prepare the student to have the competencies and master the information and technology. Thus, professional teacher is absolutely needed in order to increase the quality of education. To solve this problem, the government conduct the Teacher Professionalism Improvement Program (PPG). This study is aimed at investigating the pros and cons in applying the online PPG daljab for Female teachers in Aceh province. This study is conducted through the qualitative approach, interview, observation and documentation. The subjects of this study are consisting of four female teachers, three online facilitators. Whilst, the data analysis techniques were conducted through the Miles and Hubberman models. The result of this study shows that there are two supporting factors in the success of the implementation of online PPG for the female Acehnese teachers. First, the support is from the online group members and then the second is from the support from the family members in operating the Information and Technology (IT) related issues. Meanwhile, the cons factors are the disability of the teacher to operate the laptop, poor internet connection, lack of focuses due to the teaching tasks at school, and the teacher motivation in mastering the IT and applying it in the teaching learning process. Therefore, it can be concluded that the program evaluation and IT training for in- service PPG are absolutely required. It is essential to conduct an IT empowerment for the pre- training teacher in the basis of the network availability and age. Key Word: Certified Teachers, Professional Teacher, Improving the Quality of Education, Inservice Training, Online Learning
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Jurado, Elena, David Fonseca, Jorge Coderch, and Xavi Canaleta. "Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain." Sensors 20, no. 13 (July 1, 2020): 3698. http://dx.doi.org/10.3390/s20133698.
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Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.
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Yuomeyse, Kenneth, and Henri Rodrigue Njengoué Ngamaleu. "An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon." International Journal of Innovative Science and Research Technology 5, no. 7 (August 12, 2020): 1249–56. http://dx.doi.org/10.38124/ijisrt20jul770.
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The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.
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Suprapti, Endang, Sujinah Sujinah, Wiwi Wikanta, and Suher Suher. "Penguatan Kemampuan Guru Dalam Mengembangkan Perangkat Pembelajaran Tematik Berbasis Student Centre Learning (SCL) di SDN Petemon IX Surabaya." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (December 13, 2016): 74. http://dx.doi.org/10.30651/aks.v1i1.309.
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Current elementary education, the first decade of the 21st century, is faced with a global challenge where the pattern of people's lives is changing very rapidly, fueled mainly by the development of information technology and global challenges. Devotion to the community is offered to solve the problems faced by a group of elementary school teachers Petemon, Sawahan, Surabaya. Seeing the problem of partner of implementation method offered in dedication to solve the problems faced by teacher group of SDN Patemon IX are (1) Training of applying of learning model of Student Center Learning on Mathematics, Biology and Bahasa Indonesia subjects to SDN Patemon IX, (2) Evaluation of training result of SCL instructional model implementation in Mathematics, Biology and Bahasa Indonesia subjects to teachers of SDN Patemon IX, (3) Review and Assistance in the preparation of fourth-, fourth and fourth-grade thematic RPP, (4) Assistance in Implementation of RPP in Thematic Class IV, V and VI learning, (5) Evaluation of compilation result and Assistance of implementation of RPP in thematic learning of class IV, V and VI. Proposal method to solve the problem that has been formulated is divided into three stages: preparation, implementation and reflection. Strengthening teacher's ability in developing thematic learning tool based on Student Center Learning (SCL) at SDN PATEMON IX Surabaya, get very positive response shown from Reflection result at end of mentoring. To design a mentoring program that suits the training needs some things are needed in designing the mentoring.
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���������, ���������, and Larisa Denisenko. "Evaluation of the quality of training of students teachers college for the self." Standards and Monitoring in Education 5, no. 2 (April 11, 2017): 17–20. http://dx.doi.org/10.12737/22906.
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In the course of the annual procedure of self-professional educational organizations, provides quality assessment training students. Teachers of pedagogical colleges the Novosibirsk region implemented a joint project for the development of regional banks of test tasks on disciplines of general trade cycle. Regional banks of tests are considered as a tool for assessing the quality of training of students in the framework of self-examination in the form of electronic testing. The main condition for the use of the test materials in the evaluation procedure is the quality of their development. quality technology assessment procedures for the self-preparation of students as close as possible to the procedure for assessing the quality of training of students at the state accreditation. A common approach to internal and external evaluation procedures increase the objectivity and reliability of the information. The results of the data can be the basis for measures to improve the quality of education.
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Kurnianingsih, Indah, Rosini Rosini, and Nita Ismayati. "Upaya Peningkatan Kemampuan Literasi Digital Bagi Tenaga Perpustakaan Sekolah dan Guru di Wilayah Jakarta Pusat Melalui Pelatihan Literasi Informasi." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 3, no. 1 (December 18, 2017): 61–76. http://dx.doi.org/10.22146/jpkm.25370.
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The enhancing of information technology and internet, resulting in digital information resources are very abundant. Now days, the students in Indonesia as a digital native has a high dependence on the internet. The lack of information literacy skill among learners has a bad impacts. One of them is many plagiarism of copyrighted work happened in the school academic . This becomes a challenge for teachers and school librarian to solve this problem. The purpose of this information literacy training program is to provide skills for teachers and school librarian in order to teach students to be able to recognize what kinds of information are needed, electronic information sources, digital information sources search strategies, and information evaluation. Thus, the engagement community entitled "Information Literacy Training In The Digital Age For Teacher and School Librarian In Central Jakarta " has a positive impact to improve information literacy skill for teachers and school librarian as well as students.
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Garzón Artacho, Esther, Tomás Sola Martínez, José Luís Ortega Martín, José Antonio Marín Marín, and Gerardo Gómez García. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation." Sustainability 12, no. 7 (April 3, 2020): 2852. http://dx.doi.org/10.3390/su12072852.
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The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.
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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (January 28, 2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.
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The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement.
Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Charlier, Nathalie, and Bieke De Fraine. "Game-Based Learning in Teacher Education." International Journal of Game-Based Learning 2, no. 2 (April 2012): 1–12. http://dx.doi.org/10.4018/ijgbl.2012040101.
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As educational technology is rapidly changing, greater emphasis has been placed on preparing the next generation of teachers for effective technology integration into the classrooms. In this article, the authors describe the design, implementation, and evaluation of a course on digital game-based learning (DGBL) developed for the preservice teacher training programme in health science education in Flanders, Belgium. The objective was to provide an opportunity for teacher students to explore (i) the possibilities, considerations and constraints related to the use of digital games, and (ii) the practical design and try-out of a game in classroom settings. Results show that the games’ inclusion in the formal curriculum helps students to experience how DGBL can contribute to teaching and learning, improves self-confidence on technological skills, encourages the students to use DGBL in their future teaching activities, and enables them to engage their supervising teachers into using games in their classrooms.
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A. Johnson, Victoria, Kevin R. Ronan, David M. Johnston, and Robin Peace. "Implementing disaster preparedness education in New Zealand primary schools." Disaster Prevention and Management 23, no. 4 (July 29, 2014): 370–80. http://dx.doi.org/10.1108/dpm-09-2013-0151.
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Purpose – The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource. Design/methodology/approach – Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource. Findings – The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource. Practical implications – Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements. Originality/value – An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.
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Kovaleva, Mariya N., Alexandra S. Lopukhina, and Natalia N. Melenteva. "The KPI Technology as a Tool for Improving Physical Education Teachers’ Effectiveness." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 182–89. http://dx.doi.org/10.17223/15617793/460/22.
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The article deals with issues related to the study of improving the efficiency and effectiveness of physical education teachers. The authors used methods of literature analysis, questionnaires and SWOT analysis to justify the use of the KPI business technology in teachers’ professional activities. The presence in modern universities of functions similar to activities of commercial organizations and business structures, in particular the functions of attracting and managing finances, justifies the need to use technologies that have already proven their effectiveness in the economic environment. The basis for applying the KPI technology is data that reveal the potential of this technology. The article also presents the results of the analysis of professional functions performed by physical education teachers. The functions are divided into traditional, specific for physical education teachers, and functions that have appeared relatively recently, under the influence of mass digitalization and introduction of new technologies. Using formulas, an example of calculating key performance indicators, as well as teachers’ overall performance, is given. Based on the results of the analysis of the relationship between the KPI technology and the quality indicators of physical education teachers’ professional activity, the authors developed the Performance Management as a Result of Using the KPI Technology training program. The training is aimed at creating a new approach to professional activity, as well as at improving personal and corporate effectiveness using the KPI technology. The participants of the training took part in a survey after a certain period of time. The analysis of the survey results showed teachers’ interest in the KPI technology and readiness to use it in their activities. The respondents noted that the technology is transparent; it allows them to have a clear idea of the results they will receive a fair remuneration for, to predict the results of their professional activities. The advantages of the KPI technology are obvious, since performance evaluation has a transparent effect, which makes it clear to employees and builds trust in the organization’s management. The technology also contributes to the formation of employees’ responsibility for the results of their activities. The authors attributed the complexity and duration of the implementation process to the disadvantages of the KPI technology. The authors also concluded that preliminary work with teachers on the type of training can contribute to the most effective result for all participants in this process.
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Novoa-Echaurren, Angela, and Alejandra Canales-Tapia. "Pedagogical Uses of Digital Technologies by Pre and In-Service Teachers: Literature Review from a Global Perspective to the Chilean Context." Proceedings 2, no. 21 (October 26, 2018): 1335. http://dx.doi.org/10.3390/proceedings2211335.
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The broad integration of information and communication technologies (ICT) in students’ and teachers’ lives requires education professionals to think of new ways to provide teaching and learning opportunities. Public and institutional policies, non-governmental organizations and technological innovation companies demonstrate a clear intention to incorporate ICT in schools. This situation leads to new demands on teachers who need to reflect on how to offer teaching and learning provisions with ICT to maximise student-learning gains. This paper focuses on the implications of the new educational landscape to the training and support of Chilean pre-service and in-service teachers. Our work discusses the research literature that deals with the rise of “new” ICT pedagogies, the relationship between them and the notion of active student participation. We suggest that it is important to prepare teachers earlier in their teacher-training programme and during their professional development in the pedagogical use of technology. In particular, pre-service and in-service teachers should be provided with learning opportunities that help them to understand and practice the skills of pedagogic planning and the evaluation of the educative possibilities of ICT.
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Hrytsai, N. "TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES." Ukrainian professional education, no. 7 (September 14, 2020): 28–36. http://dx.doi.org/10.33989/2519-8254.2020.7.238031.
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The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.
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Liu, He-Hai, Qi Wang, Yu-Sheng Su, and Liang Zhou. "Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability." Sustainability 11, no. 20 (October 18, 2019): 5795. http://dx.doi.org/10.3390/su11205795.
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In the context of the Internet for education, informatized teaching has become the most basic and critical ability of teachers. The application of advanced information technology in education means that the improvement in teaching ability requires instructors to better utilize teaching and learning opportunities. Project-based learning is an inquiry-based learning method that embodies learning by doing. With respect to the training of informatization teaching for pre-service teachers, we choose three aspects: information-based instructional design, information-based teaching resource integration, and information-based teaching evaluation, respectively, from PowerPoint (PPT) skills, multimedia courseware production, and micro lectures. This study explores three experimental projects and undertakes detailed empirical growth research on the cultivation of pre-service teachers. We were able to enhance the informatization teaching design ability of pre-service teachers with the training of PPT skills. In this experiment, we found that integration of information-based teaching resources can be improved by the integration of multimedia courseware production. Information teaching evaluation can be improved through micro lecture production. The mechanism provides a more feasible and practical strategy for the training of pre-service teachers in their informatization teaching ability.
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Tocora, Milena Alcocer, and Carola Hernandez Hernandez. "Sociocultural Perspectives of Science and Learning: Contributions on Pedagogical Practices on STEM teachers in Service." Journal of Education and Training Studies 8, no. 10 (September 16, 2020): 47. http://dx.doi.org/10.11114/jets.v8i10.4961.
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This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.