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Artykuły w czasopismach na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Smith, Sean. "Teacher Education". Journal of Special Education Technology 17, nr 3 (czerwiec 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.
UTSUMI, Noah. "Manufacturing Education at Teacher Training University and Technology Education Course". Journal of the Japan Society for Technology of Plasticity 53, nr 616 (2012): 404–7. http://dx.doi.org/10.9773/sosei.53.404.
Peart, Moses, i Caryl J. Sheffield. "Technology Training for Teacher Education in Jamaica". Computers in the Schools 18, nr 4 (grudzień 2001): 155–70. http://dx.doi.org/10.1300/j025v18n04_02.
Redjeki, Handayani, Sukirman i Santoso. "Education and Training Technology Increases Teacher Competence". Journal of Physics: Conference Series 1823, nr 1 (1.03.2021): 012082. http://dx.doi.org/10.1088/1742-6596/1823/1/012082.
Ntuli, Esther. "Instructional Technology Courses in Teacher Education". International Journal of Information and Communication Technology Education 14, nr 3 (lipiec 2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.
Numgaudienė, Ariana, i Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries". Pedagogika 113, nr 1 (5.03.2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
Li, Bo. "Research of Teacher Education Technology Capacity and Training Modes". Applied Mechanics and Materials 635-637 (wrzesień 2014): 2063–66. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2063.
Bajaj, Preeti, Mrunal Suresh Patil i Balaji Almale. "Microteaching in Medical Education". MVP Journal of Medical Sciences 1, nr 2 (1.07.2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.
Ergashevich, Kurbonov Bakhodir. "Method Of Projects Training A Teacher In The System Of Professional Education". American Journal of Social Science and Education Innovations 03, nr 03 (31.03.2021): 504–8. http://dx.doi.org/10.37547/tajssei/volume03issue03-79.
Samborska, Olena. "Some Peculiarities in Training Future Masters in Technology Education in European Countries". Comparative Professional Pedagogy 7, nr 4 (1.12.2017): 126–31. http://dx.doi.org/10.1515/rpp-2017-0060.
Rozprawy doktorskie na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Khabele, Teboho. "The integration of environmental education with technology education : an investigation into teacher training and teacher practice". Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.
This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology Education. In this study an attempt is made to encourage efforts that could lead to the development of new learning frameworks, integrated activities and learning programmes for the technology education curriculum. The study is set against the literature on integrated programmes for curriculum development in general and for environmental and technology education in particular. It also draws on literature that calls for partnerships and closer co-operation between institutions of higher learning and the world of work, on evaluation research and programme evaluation and on the role that could be played by service-learning in promoting attitudes and values that are necessary for the integration of environmental aspects into technology education. Using the naturalistic or qualitative evaluation approach and narrative data production methods in the context of teaching and learning, the lecturers in teacher education institutions and technology educators in schools were interviewed in order to find out how technology teacher education prepared technology educators for the workplace and how technology educators designed learning activities and facilitated learning in their technology classrooms. The curriculum documents for technology teacher education programmes were consulted and classroom observations also made. The research findings have indicated that technology educators find it difficult to integrate environmental education with technology education when teaching technology education and that technology teacher education programmes do not entirely prepare technology educators for the integration process that is required by the Revised National Curriculum documents of the Department of Education and Training.The study therefore calls for partnerships and collaborative efforts of higher education institutions, the Department of Education and Training and various environmental organizations in order to develop work integrated curricula that could enable technology educators to assist their learners to demonstrate an understanding of interrelationships between science, technology, society and the environment.
Conti, Michael J. "The online teaching skills and best practices of virtual classroom teachers| A mixed method Delphi study". University of Phoenix, 2013.
Hanson, Bradley A. "The Impact of Professional Development on Early Implementation of a 1|1 Laptop Initiative". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645318.
As school leaders continue to attempt to integrate technology into today's classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers' perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers' perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.
Ahmad, Amna Khurshid. "A Delphi Study| Technology Leadership Network?s Perceptions of ISTE Essential Conditions for Technology Integration in Professional Learning Communities". Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700228.
Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California.
Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data.
Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration.
Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities.
Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change.
DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.
The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.
Rogers, Audrey Green. "Understanding preservice educators' multicultural identity development". Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624573.
This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.
Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.
Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.
Prouty, Cynthia. "Student engagement| Best practices in teaching in a K-5 blended learning environment". Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643786.
This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.
Fischler, Robert B. "SimTeacher simulation-based learning in teacher education /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210046.
Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0835. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed March 16, 2007)."
Hur, Jung Won. "Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).
Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.
Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
Książki na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Mitchell, Melanie. Integrating technology and pedagogy in physical education teacher education. Cerritos, Calif: Bonnie's Fitware, 2003.
Indian Association of Teacher Educators. Annual Conference. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.
Conference, Indian Association of Teacher Educators. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.
Tipton, Mary H. Instructional design: Theory, higher education, and teacher education : a selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1994.
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.
Polly, Drew. Developing technology-rich teacher education programs: Key issues. Hershey, PA: Information Science Reference, 2012.
Mehlinger, Howard D. Technology & teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin, 2002.
Group, IT in ITT Expert. Information technology in initial teacher training. London: H.M.S.O., 1989.
Keengwe, Jared, Grace Onchwari i Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Hershey PA: Information Science Reference, 2014.
Alide, Yusuf. Changing from craft education to design and technology in teacher training in Malawi. Uxbridge: Brunel University, 1990.
Części książek na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Ortega, Marcelo René Mina, José Alí Moncada Rangel, Ítala María Paredes Chacín i Jorge Iván Mina Ortega. "Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education". W Technology, Sustainability and Educational Innovation (TSIE), 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_1.
Qi, Chen. "Training teacher educators: a case study of integrating information technology into teacher education". W Information Technology, 184–92. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_23.
Mansor, Mahaliza, Jamal Nordin Yunus i Fanny Kho. "The Development of Teacher Leadership Inventory in Malaysian Educational Context". W Technology Supported Innovations in School Education, 195–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_11.
Griffiths, Paul. "Innovation in Initial Teacher Training: An Analysis of Benefits, Costs and Resource-Related Opportunities". W Technology Education, Innovation, and Management, 201–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7_25.
Chua, Bee Leng, Oon Seng Tan i Woon Chia Liu. "Using Technology to Scaffold Problem-Based Learning in Teacher Education: Its Tensions and Implications for Educational Leaders". W Motivation, Leadership and Curriculum Design, 119–35. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_10.
Erdem, Ali Rıza. "Leadership and Management in Instructional Technology in Teacher Education". W Teacher Education, 710–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch035.
Erdem, Ali Rıza. "Leadership and Management in Instructional Technology in Teacher Education". W Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 361–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch020.
Mulder, David J. "Pre-Service Teachers and Technology Integration". W Teacher Education, 730–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch036.
Akuegwu, Basil Azubuike. "Teacher Education in Nigerian Universities". W Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 342–60. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch019.
Limboro, Charity Mukiri, i Ephantus Micheni Kaugi. "Technology Integration in Teacher Education". W Advances in Educational Marketing, Administration, and Leadership, 282–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch016.
Streszczenia konferencji na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Kode, Sandhya, i Kesav Vithal Nori. "Enhancing IT Education: Education Technology for Teacher Training". W 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.4.
Mileva, Nevena, Nadezhda Kafadarova i Silviya Stoyanova-Petrova. "TEACHER TRAINING FOR TECHNOLOGY-BASED INCLUSIVE EDUCATION". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1042.
Trnova, Eva, i Josef Trna. "DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.
"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.
Inciarte González, Alicia, Freddy Marín González, Ana Milena Guzmán, Sandra Villarreal i Ana Judith Paredes. "TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0329.
Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno i Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.
Pereira, Conceição, i Ana Pelarigo. "FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.
Mohd Noor, Mohd Asri, Hamidah Yusof i Mahaliza Mansor. "DEVELOPING A TEACHER LEADERSHIP FRAMEWORK IN PREPARING QUALITY TEACHERS FOR THE FUTURE". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2119.
Smirnova, Elena, i Natalia Vatolkina. "TEACHER TRAINING AND NEW PEDAGOGIC APPROACHES IN ENGINEERING EDUCATION METHODOLOGY". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1814.
Smirnova, Elena, i Natalia Vatolkina. "TEACHER TRAINING IN ENGINEERING EDUCATION: SEARCH FOR NEW PEDAGOGICAL APPROACHES". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1470.
Raporty organizacyjne na temat "Education, Leadership|Education, Teacher Training|Education, Technology of":
Ehsanipour, Tina, i Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, lipiec 2017. http://dx.doi.org/10.51388/20.500.12265/47.
Baloch, Imdad, Tom Kaye, Saalim Koomar i Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, czerwiec 2020. http://dx.doi.org/10.53832/edtechhub.0026.
Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya. Purdue University, sierpień 2018. http://dx.doi.org/10.5703/1288284316852.