Relevant bibliographies by topics / Utah technology education teacher

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

Academic literature on the topic 'Utah technology education teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Utah technology education teacher"

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Cangelosi, James S. "Development and Validation of the Underprepared Mathematics Teacher Assessment." Journal for Research in Mathematics Education 19, no. 3 (May 1988): 233–45. http://dx.doi.org/10.5951/jresematheduc.19.3.0233.

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Formative validation methods were used with over 90 mathematics teachers in Utah to design an assessment of the mathematical and mathematics teaching cognitive competencies of underprepared middle and secondary school mathematics teachers. The resulting written-response test produces a score for each of 12 subtests: mathematics teaching methods, number theory, algebra, geometry, analysis, trigonometry, statistics, sets, knowledge of algorithms, comprehension of communications, conceptualization, and application. A summative validation study using 47 subjects indicated that the test is valid and reliable. The test has been adopted by the Utah State Office of Education for use in making recommendations for granting mathematics teaching endorsements and for planning in-service programs.
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Davis, Niki. "Teacher education and information technology: challenges for teacher education." Journal of Information Technology for Teacher Education 8, no. 1 (March 1999): 3–13. http://dx.doi.org/10.1080/14759399900200052.

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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
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Willis, Jerry, and Helen Harrington. "Technology and Teacher Education." Computers in the Schools 8, no. 1-3 (April 29, 1991): 1–3. http://dx.doi.org/10.1300/j025v08n01_01.

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Maddux, Cleborne D. "Technology and Teacher Education:." Computers in the Schools 8, no. 4 (July 1991): 49–54. http://dx.doi.org/10.1300/j025v08n04_06.

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Brooks, Douglas M., and Thomas W. Kopp. "Technology in Teacher Education." Journal of Teacher Education 40, no. 4 (July 1989): 2–8. http://dx.doi.org/10.1177/002248718904000402.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (June 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.
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Gustyahina, V. P., and L. V. Popova. "INTERACTIVE TECHNOLOGY IN TEACHER EDUCATION." Tomsk State Pedagogical University Bulletin, no. 8 (2018): 149–54. http://dx.doi.org/10.23951/1609-624x-2018-8-149-154.

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Machado, Dinamara Pereira, Priscila Fernanda Furlanetto, Solange Viaro Padilha, and Cristiane de Souza Magnani. "Teacher Education and Contemporary Technology." Procedia - Social and Behavioral Sciences 55 (October 2012): 1014–19. http://dx.doi.org/10.1016/j.sbspro.2012.09.592.

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Lisowski, Linda R., Joseph A. Lisowski, and Sherry Nicolia. "Infusing Technology into Teacher Education." Computers in the Schools 23, no. 3-4 (December 2006): 71–92. http://dx.doi.org/10.1300/j025v23n03_05.

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Dissertations / Theses on the topic "Utah technology education teacher"

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Wan, Jiayi. "Teacher Educators' Computer Technology Integration At Utah State University." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/366.

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The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.
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Esplin, Nathan. "Utah Elementary School Principals’ Preparation as Technology Leaders." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5774.

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The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. In addition to the study’s primary purpose, the study identified the types and quantity of professional development principals are receiving and how this professional development relates to the principals’ levels of technology leadership. In addition, this study concluded whether or not the perceived technology leadership preparedness level of Utah principals correlates with the number of hours spent in technology leadership training. Furthermore, the study compared differences in technology leadership preparation levels based on principal characteristics. Literature shows that technology leadership research is scarce. The findings from this study will help fulfill some of the need for additional technology leadership research. In addition, the findings can help educators have a better understanding of how to prepare principals to be effective technology leaders. The data for this study were collected from 129 Utah elementary school principals using the 2009 Principals Technology Leadership Assessment (PTLA). This survey used the 2009 ISTE Standards for Administrators as the framework. The results were analyzed using descriptive statistics, Pearson correlation, t test, ANOVA, and qualitative coding. The findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. Furthermore, a technology leadership professional development model has been designed to further assist educators.
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Livingston, Douglas Ron. "An Investigation of Utah Technology Education Teachers' Acceptance of an Emphasis on Engineering Education Content." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1763.

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The purpose of this study is to collect information documenting Utah technology education teachers' acceptance of an emphasis on engineering content in technology education. The Stages of Concern Questionnaire (SoCQ) was used to determine the level of acceptance of this change. It was found that a majority of technology and education teachers are more concerned about other unidentified tasks, activities or initiatives than they are about the addition of engineering content to their classes. They were also shown to be concerned with being able to organize, manage, and schedule the change effectively and were found to be least concerned about evaluating student outcomes including performance and competencies. Utah teachers were polarized with respect to collaborating and coordinating with others with regards to engineering.
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Livingston, Douglas R. "An investigation of Utah technology education teachers' acceptance of an emphasis on engineering education content /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3024.pdf.

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Taylor, Michael L. "An Investigation of Placement and Teacher Retention of Brigham Young University Technology Teacher Education Bachelor of Science Graduates from 1993-2007." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1640.

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The purpose of this research study was to gather data on a sample of technology teacher candidates in order to determine how many graduates with a technology teaching endorsement actually entered the teaching profession. In addition, data were collected to investigate the attrition rate of the same pool of candidates. For those who left the education profession, the study also examined how long these individuals taught before leaving as well as investigated the reasons these individuals decided to leave the technology teaching profession. For those who have remained in the teaching profession this study also explored their reasons for remaining in education. In addition, data were collected regarding how many technology teaching candidates remained within the state of Utah as well as how many have accepted positions outside of the state of Utah. To accomplish these tasks, a survey instrument was designed to gather employment data from Technology Teacher Education (TTE) graduates of Brigham Young University over the last 14 years. There were 189 technology teacher education graduates from 1994-07. Contact information was located and compiled for 148 of the 189 graduates; therefore, the results of this survey were calculated using the 148 graduates with current contact information. Of the 148 potential participants in this study, 110 (74%) of the TTE graduates responded. From the responses of the 110 TTE graduates the following was determined. There were 85 of those who responded that entered the teaching profession; 84 of those graduates entered within two years of graduation. Of the 85 graduates entering education, 54 stayed in the state of Utah and 31 left the state to teach. There were 67 of 110 responders to the survey (60%) that reported they entered education within two years and have remained in education since graduation. One teacher out of the 85 entered education after attending graduate school. The survey indicated that 17 of the 85 teachers exited education which is equal to 20% of the responding educators leaving education. Of the 17 educators who left the profession six left the first year, and 13 of the 17 left sometime during the first three years. Of the 17 educators that left education, four returned to the profession.
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Cloward, Jerry. "Factors Affecting the Longevity of the Department of Industrial Technology and Education at Utah State University 1985-2005: A Case Study." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/244.

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A qualitative case study method was used to discover the factors involved with the longevity of the Technology Education program at Utah State University. The problem was that while there were studies reporting the many Technology Education programs that have been closed there had been no studies on individual programs that have remained open. This study also contains a consolidation of relative information on the program. The primary data was obtained from interviews with the professors involved with the program during the timeframe of the study. The data obtained from the interviews was evaluated and set into themes. The factors were derived from the themes. The many factors presented in this study are evidence of the need to do this holistic study of the problem. The findings from this study provide a basis for study of other successful Technology Education programs.
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Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.

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Munoz, Jose. "Recruiting students for technology teacher education /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1608.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: John R. Wright. "Submitted in fulfillment of requirements [for the degree of Master of Science in Technology Education] for TE 596."
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Cornel, Cariana June. "Cybersecurity Education in Utah High Schools: An Analysis and Strategy for Teacher Adoption." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8592.

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The IT Education Specialist for the USBE, Brandon Jacobson, stated:I feel there is a deficiency of and therefore a need to teach Cybersecurity.Cybersecurity is the “activity or process, ability or capability, or state whereby information and communications systems and the information contained therein are protected from and/or defended against damage, unauthorized use or modification, or exploitation” (NICE, 2018). Practicing cybersecurity can increase awareness of cybersecurity issues, such as theft of sensitive information. Current efforts, including but not limited to, cybersecurity camps, competitions, college courses, and conferences, have been created to better prepare cyber citizens nationwide for such cybersecurity occurrences. In 2017, a meeting was proposed to discuss cybersecurity training methods for Utah high school teachers. Meeting attendees included the researcher, Brigham Young University Cybersecurity Professor, Dale Rowe, the Alpine IT Career and Technology Engineering (CTE) Program Area Specialist, Karsten Walker, and the IT Education specialist for the Utah State Board of Education (USBE), Brandon Jacobson. However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).The research shows that of the 9 school districts reviewed, only 2 of the public high schools taught cybersecurity-focused courses as outlined by the Utah State Board of Education. This is a scarcity that cannot be ignored. There are insufficient offerings of cybersecurity courses in Utah high schools. As a result, Utah is one of the many states unable to fill the shortage of cybersecurity professionals. Thus, this research was conducted to better understand what is inhibiting potential teachers from offering a cybersecurity-focused course. In the hopes of answering the mentioned query, the research involved surveying high school computer teachers about their experience, as well as their perspective on teaching cybersecurity.
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Magarity, Mary T. "Information technology in in-service teacher education." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335994.

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Books on the topic "Utah technology education teacher"

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Pupils', attitude towards technology (Conference report) (4th April 1989 Eindhoven Netherlands). Teacher education for school technology. Eindhoven: Eindhoven University of Technology, 1989.

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N, McKethan Robert, ed. Integrating technology and pedagogy in physical education teacher education. Cerritos, Calif: Bonnie's Fitware, 2003.

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K, Sahoo P., Yadav D. (Dhananjai) 1962-, and Das B. C. Dr, eds. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.

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Conference, Indian Association of Teacher Educators. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.

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Developing technology-rich teacher education programs: Key issues. Hershey, PA: Information Science Reference, 2012.

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Group, IT in ITT Expert. Information technology in initial teacher training. London: H.M.S.O., 1989.

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Mehlinger, Howard D. Technology & teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin, 2002.

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

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Tipton, Mary H. Instructional design: Theory, higher education, and teacher education : a selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Keengwe, Jared, Grace Onchwari, and Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Hershey PA: Information Science Reference, 2014.

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Book chapters on the topic "Utah technology education teacher"

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Ritz, John. "Technology Teacher Education." In Encyclopedia of Earth Sciences Series, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_72-1.

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Ritz, John. "Technology Teacher Education." In Springer International Handbooks of Education, 625–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_72.

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Torsani, Simone. "Technology and Language Education." In CALL Teacher Education, 19–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_2.

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Figg, Candace, and Kamini Jaipal-Jamani. "Technology Teacher Educators." In Springer International Handbooks of Education, 1–35. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_33-1.

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Fox-Turnbull, Wendy, and Kay Stables. "Technology Teacher Education: Requirements." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_160-1.

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Lee, Kerry. "Technology Teacher Education: Issues." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_162-1.

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Torsani, Simone. "The Integration of Technology Into Language Education." In CALL Teacher Education, 45–66. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_3.

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Benitt, Nora, Torben Schmidt, and Michael K. Legutke. "Teacher Learning and Technology-Enhanced Teacher Education." In Springer International Handbooks of Education, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-58542-0_58-1.

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Benitt, Nora, Torben Schmidt, and Michael K. Legutke. "Teacher Learning and Technology-Enhanced Teacher Education." In Second Handbook of English Language Teaching, 1171–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_58.

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Fien, John, and Rupert Maclean. "Teacher Education for Sustainability." In Innovations in Science Education and Technology, 91–111. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4277-3_7.

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Conference papers on the topic "Utah technology education teacher"

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Pereira, Conceição, and Ana Pelarigo. "FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.

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Martinez-Borreguero, Guadalupe, Francisco Luis Naranjo-Correa, and Jesús Maestre-Jiménez. "RELATIONSHIP BETWEEN TEACHER EFFICACY AND EMOTIONS IN TEACHER TRAINING IN TECHNOLOGY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1560.

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Dobrovska, Dana. "MEASURING TEACHER CHARISMA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0409.

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Tamm, Elari, and Eneken Titov. "INSPIRING TEACHER IN ENTREPRENEURSHIP EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1432.

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Chianese, Gina. "REFLECTIVE PRACTICES IN TEACHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0119.

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Letloenyane, David, and Loyiso Jita. "THE EFFECTS OF TEACHER EDUCATION PROGRAMMES ON PRE-SERVICE SCIENCE TEACHER BELIEFS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0452.

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Kode, Sandhya, and Kesav Vithal Nori. "Enhancing IT Education: Education Technology for Teacher Training." In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.4.

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Kaldestad, Arne, and Steinar Westrheim. "WHY BECOMING A VOCATIONAL TEACHER?" In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0356.

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Průcha, Tomáš, Lucie Rohlíková, and Zbyněk Filipi. "COMPUTER SCIENCE TEACHER PREPARATION PRACTICES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2391.

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Aefsky, Fern, and Renee Sedlack. "PARTNERSHIPS TO IMPROVE TEACHER RETENTION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1450.

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Reports on the topic "Utah technology education teacher"

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

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

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