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Literatura académica sobre el tema "Technology teachers - Training of - Evaluation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de febrero de 2022

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Artículos de revistas sobre el tema "Technology teachers - Training of - Evaluation"

Fazio, Barbara Byrd y Lewis Polsgrove. "An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula". Journal of Special Education Technology 10, n.º 1 (septiembre de 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 y 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, n.º 1 (19 de diciembre de 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, n.º 2 (30 de julio de 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 y Anindita Trinura Novitasari. "Pelatihan Pembuatan Google Form bagi Guru SD Sebagai Media Evaluasi Pembelajaran Jarak Jauh (PJJ) Masa Pandemi". Publikasi Pendidikan 10, n.º 3 (14 de noviembre de 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, n.º 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 y Malka Margalit. "TTIPSS—A Computer-Based System for Training Problem Solving and Educational Planning". Journal of Special Education Technology 13, n.º 3 (junio de 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 y 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, n.º 7 (13 de julio de 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 (28 de julio de 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 (7 de febrero de 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, n.º 1 (abril de 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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Tesis sobre el tema "Technology teachers - Training of - Evaluation"

Halderman, Cheri Floyd. "Design and Evaluation of a Staff Development Program for Technology in Small Schools". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278548/.

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Technology experts suggest that one barrier in implementing technology has been a lack of appropriate training for teachers. Past efforts have been few in number, poor in quality, and uncoordinated. Some large school districts are developing comprehensive programs. However, few models exist and none are suitable for small school districts. The purposes of this study were: (1) to survey 53 small school districts in Texas to identify hardware and software configurations, patterns of recent technology staff development, and needs for future technology staff development; (2) to design a staff development program which addresses these technology needs; and (3) to evaluate the program in a small school district.

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Mutlu, Neset. "The Design And Development Of An Online Professional Development Material For Science And Technology Teachers On Assessment And Evaluation". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615179/index.pdf.

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The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo
perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo
perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo
beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo
perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo
usage in classroom.

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Moran, Sarah A. "Case Study of Online Mentoring's Effectiveness for Beginning Teachers". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.

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Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.

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Giannamore, Kathleen A. "ALIGNING THE NECESSARY COMPETENCIES FOR TRAINING AND EVALUATING ONLINE TEACHERS IN HIGHER EDUCATION WITH CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR EFFECTIVE UNDERGRADUATE TEACHING: A Q METHODOLOGY STUDY". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1600439569685503.

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Chainda, Allen Mukelabai. "Third-year students' preceptions of the use of ICT at a teacher training college in Namibia". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6558.

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Thesis (MPhil)--University of Stellenbosch, 2011.
The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.

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Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology". Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.

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Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.

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Heilweil, Ida. "Teachers and computer-technology : from training to implementations". Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31021.

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The Israeli Ministry of Education launched the "Tomorrow 98" programme in 1994 to integrate computer-technology into the educational system. Training the teachers for this change was one of the main goals of the programme. This study examined the integration of computer-based technology of 167 ESL teachers who had participated in the course "Integrating Computers into the English Class" organised since 1994 by the Israeli Ministry of Education. This two phased study included a questionnaire sent to all the ESL teachers who participated in the course and in-depth interviews conducted with five teachers (three users and two non- users of computer technology in their teaching) and five leading figures in their schools (three computer coordinators who work in the users' schools and two school principals in whose schools the two non-users teach). The analysis of the findings shows that 70 per cent of the teachers who participated in the course integrate computer technology in their teaching. A majority of these teachers have changed their teaching methods both in the computer environment and the regular classroom. They enjoy working in the computer room more than in the normal classroom and believe that their learners feel the same. The teachers state that their main obstacles are lack of time and access. Technical problems ceased to intimidate them as they have learnt to overcome them with the aid of their learners or peers. Of the 30 per cent who do not use computers in teaching, 93 per cent use computers to prepare their lessons and worksheets. The main reason they do not integrate computers in their teaching is lack of access to computers in school. The study shows that school principals and school cultures have a distinct influence on the success or failure of computer integration in their schools. Collegial school management and supportive school culture encourage teachers to use computers in their teaching and to experiment new teaching methods. It is the hope of the researcher that this study will help teachers, principals, course developers, and other professionals working to integrate technology into instructional settings to understand the issues which accompany this process and lead it to success.

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France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.

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Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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Libros sobre el tema "Technology teachers - Training of - Evaluation"

Acceso, uso y apropiación de las TIC entre los docentes de la UPN: Diagnóstico. México, D.F: Universidad Pedagógica Nacional, 2010.

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Livingston, Stephen C. A training technology evaluation tool. Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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Kravchenko, Igor', Maksim Glinskiy, Sergey Karcev, Viktor Korneev y Diana Abdumuminova. Resource-saving plasma technology in the repair of processing equipment. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083289.

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In the monograph methodological bases of selection of method of coating, design of technological processes of hardening and recovery of the wearing surfaces of parts using a systems engineering analysis and information support technologist. The mathematical model of plasma spraying of materials with different thermal conductivity and methods criteria for evaluation of technical and technological opportunities of a plasma coating method. Describes the methods and results of experimental studies, the analysis of the conditions and causes of loss of efficiency of processing equipment APK. The proposed scientific and methodical approach to the justification of expediency of the recovery and strengthening of the working bodies and parts expensive imported technological equipment. The proposed mathematical model describing the physical processes in plasma coating for various applications. The structure of the algorithm for solving the task of hardening and recovery of worn parts plasma methods on the basis of the integrated CAE system. This monograph is intended for employees of scientific research institutions, specialists of machine-building production and enterprises of technical service, as well as teachers, postgraduates and students of agricultural engineering areas of training.

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National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: International Society for Technology in Education, 2002.

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Mullins, Terry Wayne. Staff development programs: A guide to evaluation. Thousand Oaks, Calif: Corwin Press, 1994.

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Koivukari, Mirjami. Nonformal teacher training in Zaire: The impact of a training program on classroom learning in Kinshasa. Helsinki: Finnish Anthropological Society, 1989.

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Higher Education Funding Council for Wales. Performance information on initial teacher training 1998. Cardiff: Higher Education Funding Council for Wales, 1998.

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Samuels, Marilyn. Inservice evaluation project. [Edmonton, Alta.]: Alberta Education, 1986.

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Hawkridge, David G. Information technology in initial teacher training. London: Council for Educational Technology, 1987.

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Keeping pace with technology: Educational technology that transforms. Cresskill, N.J: Hampton Press, 2002.

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Capítulos de libros sobre el tema "Technology teachers - Training of - Evaluation"

Murphy, Cheryl A., Elizabeth A. Keiffer, Jack A. Neal y Jessica Howton. "Customizable Tool for Online Training Evaluation". En Learning, Design, and Technology, 1–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_22-1.

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Touger, Hallie Ephron. "Impact of Technology on Training Evaluation". En Evaluating Corporate Training: Models and Issues, 279–96. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4850-4_13.

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Shao, Huanrong. "On Modern Educational Technology Training for University Teachers". En Lecture Notes in Electrical Engineering, 263–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_42.

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Miller, Dave. "Teachers and technology: pre-service training for mathematics". En Information and Communications Technologies in School Mathematics, 161–64. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_19.

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Passig, David. "A knowledge based model of a networked teachers’ training centre for in-service training with information and communication technology". En Information Technology, 132–38. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_16.

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Feyerer, Ewald, Klaus Miesenberger y David Wohlhart. "ICT and Assistive Technology in Teachers Education and Training". En Lecture Notes in Computer Science, 107–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_19.

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Wreyford, Sheenagh. "An Intelligent Computer Based Training System: Evaluation and Development". En Managing with Information Technology, 193–203. London: Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-3299-8_15.

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Crouse, Bruce, Joe Gray y Brian Larson. "Technology Transfer Using XRSIM as a Training Tool". En Review of Progress in Quantitative Nondestructive Evaluation, 2085–92. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5339-7_270.

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Zhao, Yan. "Study on Computer Technology Teachers Training Based on Systematic Method". En Lecture Notes in Electrical Engineering, 469–75. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_56.

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Levitt, Harry, Karen Youdelman y James J. Dempsey. "Computer Interactive Techniques in Training and Evaluation of Communication Skills". En Interactive Learning Technology for the Deaf, 95–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58024-6_8.

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Actas de conferencias sobre el tema "Technology teachers - Training of - Evaluation"

Hašková, Alena y Eva Malá. "Training Needs of Technology Teachers in the Context of Teacher ́s Competences Evaluation". En WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.60.

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Mouw, Jolien, Marjon Fokkens-Bruinsma y Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.

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Zuwirna, Dr, Yeni J. Fetri y Ulfia Rahmi. "Evaluation of Student Training Implementation in MSK Course At Educational Technology, Universitas Negeri Padang: Perspektive Training Participants". En 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.150.

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Weng, Xi-jin. "Notice of Retraction: Multi-level Fuzzy Comprehensive Evaluation of Educational Technique Ability Training Performance of University Teachers". En 2010 2nd International Workshop on Education Technology and Computer Science (ETCS). IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.297.

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Heinz, Manuela, Mary Fleming, Pauline Logue y Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement". En Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.

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Ariza, Marta, Antonio Quesada, Ana M. Abril y Francisco Javier García. "PROMOTING RESPONSIBLE RESEARCH THROUGH SCIENCE EDUCATION. DESIGN AND EVALUATION OF A TEACHER TRAINING PROGRAM". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1965.

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Karri, Surya Kiran Reddy y Sandhya Kode. "Effectiveness of "Learning by Doing" Methodology in Training Programs - An Evaluation of a Teacher Training Program for Information Technology Education". En 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.73.

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Mozelius, Peter. "A SET OF THEORETICAL ASSUMPTIONS FOR EVALUATION AND REDESIGN OF TEACHER TRAINING COURSES ON PROGRAMMING". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0485.

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Manh Tran, Thang y Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study". En InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

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Csernai, Zoltán. "Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében". En Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.14.

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The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 framework system accepted by the European Union according to set criteria and investigated the capability of Computational Thinking to facilitate a methodological shift in the education profession by the application of modern digital solutions via the Complex Basic Program. In the second and current stage of my research I turn to the combined paradigm method (Sántha, 2014) to perform an empirical examination focusing on Computational Thinking-related opinions of students enrolled in undivided Informatics teacher training programs at the Eszterházy Károly University. This attitude survey utilizes a self-developed questionnaire along with interviews. The survey aims to obtain a comprehensive evaluation of prospective teachers’ views on the given theme. Based upon the respective results, in the next stage of my research I will introduce various tools and programs facilitating the development of algorithmic thinking.

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Informes sobre el tema "Technology teachers - Training of - Evaluation"

Binder, Michael J., Franklin H. Holcomb y William R. Taylor. Site Evaluation for Application of Fuel Cell Technology, Naval Education Training Center, Newport, RI. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2001. http://dx.doi.org/10.21236/ada389613.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, enero de 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues y Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, diciembre de 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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Braslavskaya, Elena y Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, junio de 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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