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Добірка наукової літератури з теми "ITE educators"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "ITE educators"

Schipper, Tijmen M., Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse, and Evelien C. Van Geffen. "Lesson study in Dutch initial teacher education explored: its potential and pitfalls." International Journal for Lesson & Learning Studies 9, no. 4 (July 24, 2020): 351–65. http://dx.doi.org/10.1108/ijlls-04-2020-0018.

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PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

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Bourke, Terri, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, and Tricia Clark-Fookes. "ntegrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review." Australian Journal of Teacher Education 47, no. 3 (March 2022): 36–56. http://dx.doi.org/10.14221/ajte.2022v47n3.3.

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Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.

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Pisaneschi, June. "How do ITE programmes support pre-service primary teachers to become competent and confident teachers of mathematics? A systematic review of interventions trialled in Scotland and the Republic of Ireland." Scottish Educational Review 52, no. 1 (March 27, 2020): 73–95. http://dx.doi.org/10.1163/27730840-05201006.

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Supporting pre-service primary teachers to develop the required specialist knowledge for teaching mathematics is a complex task. The knowledge required for mathematics teaching at primary level is multi-faceted and the efficacy of mathematics teaching is inextricably intertwined with a teacher’s own beliefs and attitudes about mathematics and mathematical ability; the challenge for teacher educators, then, is to deliver a comprehensive programme covering mathematics content, pedagogy and curriculum within time-limited programmes of Initial Teacher Education (ITE). This paper presents a systematic review of the recent interventions to pre-service mathematics programmes that have been trialled in ITE institutions across Scotland and the Rep. of Ireland over the last 10 years. The findings and key issues addressed in this paper will have both national and international significance, as educators in ITE establishments strive to provide a comprehensive programme of study and practice, to prepare the very best new teachers for primary education.

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Obe, P. I., E. N. Onah, and O. Onah. "Strategies for enhancing utilization of computer numeric control (CNC) machines for effective implementation of industrial technical education programme in universities." Nigerian Journal of Technology 41, no. 3 (November 2, 2022): 505–11. http://dx.doi.org/10.4314/njt.v41i3.9.

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The study examined the Strategies for Enhancing Utilization of Computer Numeric Control (CNC) machines for Effective Implementation of Industrial Technical Education Programmes in Public Universities of Enugu state Nigeria. Three research questions and three hypotheses guided the study. Descriptive survey design was used. The population of the study was 68 (ITE) educators which comprises of 35 lecturers and 33 instructors from public university in Enugu State. There was no sampling since the population was manageable. The instrument used for data collection was a structured questionnaire validated by three experts. Cronbach Alpha reliability was used and an overall reliability coefficient of .82 was obtained. The data was collected by the researchers. Out of 68 copies of the questionnaire administered, 60 copies were retrieved giving 88% return rate. Data generated were analysed using mean, standard deviation and t-test. The study found out among other things that Enhancement of the Utilization of Computer Numeric Control (CNC) will bring about Effective Implementation of Industrial Technical Education Programme in Universities. The paper recommended among other things that (ITE) stakeholders should collectively join hands in providing in-service training for (ITE) educators for effectual utilization of (CNC) machines and implementation of ITE programmes in universities.

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Galvin, Anne, Pamela Ryan, Kylie McKenna, and Megan Pollard. "A School Perspective on School-Embedded Initial Teacher Education." Australian Journal of Teacher Education 46, no. 6 (June 2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n6.1.

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School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.

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McIntyre, Donald. "Partnership in ITE in Scotland and England: Can we Learn Again from Research and from Experience?" Scottish Educational Review 37, no. 3 (March 13, 2006): 5–19. http://dx.doi.org/10.1163/27730840-03703002.

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This paper looks at the part that schools have played, and could play, in initial teacher education (ITE) in Scotland and England. It reviews the common problems of which these two countries (and indeed many others) gradually became aware in relation to their twentieth century systems of ITE, controlled by, and largely located in, higher education institutions (HEIs). It looks next at the efforts made by teacher educators and the teaching profession, again in both countries, to reform ITE through strengthening the part in it played by schools and by practising teachers and through developing more balanced and integrated partnerships for ITE between schools and HEIs. The general failure of these efforts is recognised and the different consequences in the two countries of this failure, through government efforts to impose reform, are examined. The brief final section of the paper suggests that present circumstances in both countries may present opportunities for renewed efforts for reform.

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Bournot-Trites, Monique, Sandra Zappa-Hollman, and Valia Spiliotopoulos. "Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience." Study Abroad Research in Second Language Acquisition and International Education 3, no. 2 (October 12, 2018): 275–309. http://dx.doi.org/10.1075/sar.16022.bou.

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Abstract Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.

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Ledger, Susan, Christine Ure, Madeline Burgess, and Chad Morrison. "Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice." Higher Education Studies 10, no. 4 (November 18, 2020): 116. http://dx.doi.org/10.5539/hes.v10n4p116.

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Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

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Hinostroza-Paredes, Yenny. "Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy." education policy analysis archives 28 (November 30, 2020): 180. http://dx.doi.org/10.14507/epaa.28.5201.

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This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers.

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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.

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Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.

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Більше джерел

Дисертації з теми "ITE educators"

Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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Lake, Jeremy Paul. "Evaluating a Graduate Professional Development Program for Informal Science Educators." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6722.

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This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate’s predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners’ growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course generated content, I was able to piece through the many layers of this two year long program to examine the growth of these individuals over time. While all participants showed growth completing the certificate program, those who could fully invest themselves in the experiences seemed to have gained the most. These cases indicate the Informal Science Institutions Environmental Education Graduate Certificate Program was effective at enhancing the careers of formal and informal science educators. Additionally, it suggests informal science educators, although busy with their professional obligations and personal lives, can be successful in a formal graduate program designed to meet ISE needs as explicated in Learning Science in Informal Environments: People, Places, and Pursuits (Bell, Lewenstein, Shouse, & Feder, 2009). The emergent model indicating connections among a person’s personal life, professional life, and graduate study may also have implications for other professionals desiring to enroll in graduate school. For example, science teachers in university graduate programs may also benefit from applying this model to their lives.

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Khumalo, Motlalepule Johanna. "The role of the school principal in fostering the creativity and innovativeness of educators / Motlalepule Johannah [i.e. Johanna] Khumalo." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2355.

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Modisenyane, Mohatalle Stephen. "A Batho Pele based programme for adult basic education and training / Mohatelle [i.e. Mohatalle] Stephen Modisenyane." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2339.

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The objectives of this research were to investigate the experiences of adult basic education and training educators and learners in their teaching and learning centres; and to develop a humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa. Both the literature review and the qualitative empirical research methods were used to achieve these objectives. The literature review revealed that Batho-Pele is a South African public service initiative to get public servants to be service orientated, to strive for excellence in service delivery and to commit to continuous service delivery improvement. It allows South African citizens to hold public servants accountable for the level of services they deliver. These two statements make it clear that Batho-Pele is not an "add-on" activity, but it is a way of delivering services by putting citizens at the centre of public service planning and operations, which also means that Batho-Pele seeks to include all citizens for the achievement of a better-life-for-all through services and programmes of a democratic nature. The literature review also revealed that Batho-Pele encapsulates ubuntu/botho ideals. Interdependence, communalism, sensitivity towards others and caring for others are some of the aspects of ubuntu as a way of life. The community and belonging to a community is part of the essence of traditional African human life. Humanness is very important in Batho-Pele and Ubuntu way of life in the sense of seeing human needs, interests and dignity as fundamental to human existence. It was evident from the literature review proceedings that traditional Africans believed that these ideals are communally accepted and desirable ethical standards that a person acquires throughout his/her life. From the foregoing paragraph it is clear that for Batho-Pele service to succeed in communities, management culture in adult basic education and training centres in communities has to be changed to accommodate Batho-Pele as a way of life. This means that adult basic education and training centres should take stock of their educational values, as well as behaviours and attitudes of people they serve. In this way, adult basic education and training centres would then be able to take necessary steps to prepare their educators for the revitalized Batho-Pele Culture of responsiveness, efficiency and effectiveness in delivering services to the adult learners. This research was conducted from an andragogical (an approach to education and training) based on assumptions of learner-as-adult) and ubuntugogical (an approach that emphasizes African way of life that promotes the common good of society and includes humanness as an essential element of human growth. An essential element of human growth, according to this approach, is that the community always comes first. The individual is born out of and into the community, therefore will always be part of the community) paradigms. A humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa was developed.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

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Kumalo, Grace Mozonaase. "Causes and effects of the non-disclosure of HIV/AIDS by educators : implications for school management / Grace Mzondwase [i.e. Mozonaase] Kumalo." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2354.

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Lindblad, Terese. ""Barnen drömmer inte längre" : – att vara barn och fattig i Sydafrika." Thesis, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3599.

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During my study trip to South Africa I met a woman who held a speech. In the speech shesaid that the children in the black community don’t dream anymore, they can’t see a future.This awoke my interest for what was going to be the subject of my exam. Through myinterview with this woman, my observations during my study trip to South Africa and withhelp from relevant literature connected to the subject, I have studied how a child is affectedby growing up under such severe conditions, physical abuse and sexual assaults. I have alsostudied how I as a future educator can relate to a child who lives under these conditions.The woman in my interview told me that many of the children, in the black township I visited,are being sexually abused and she also told me how the children don’t have any grownups intheir surroundings in which they can trust. During my stay in a school in the black township Iwitnessed how the children were disciplined trough punishment, which is against the law inSouth Africa.Being abused and living under poor conditions as a child can have serious consequences.The child can become aggressive and act out on other people. They can also lose their abilityto have faith in adults and the world around them. Further when the child becomes an adultand have children on their own they can use the same behavioral pattern on their ownchildren. This can become a vicious circle, which has to be broken.How I as an educator can help and support these children is not easy and it demands biggerefforts, from social services and commitment from school and the society. You have to stayprofessional as an educator. What an educator can do is to support these children, create a safeenvironment and let the child work with their emotions.

Under min studieresa till Sydafrika mötte jag en kvinna som höll ett tal för oss. Talethandlade om att barnen i den svarta kåkstaden hon bodde i inte drömmer längre, de har ingaframtidsdrömmar. Detta väckte mitt intresse för vad som sen blev mitt examensarbete. Jag harmed hjälp av en intervju med denna kvinna, egna observationer under min studieresa tillSydafrika och via relevant litteratur kopplat till detta, undersökt hur man som barn kanpåverkas av att leva under svåra uppväxtvillkor, misshandel och övergrepp. Jag har ävenstuderat hur jag, som blivande pedagog, kan förhålla mig till barn som lever i kris.I intervjun berättar kvinnan hur många av barnen, i den svarta kåkstaden jag besökte, blirsexuellt utnyttjade och hur barnen inte har någon vuxen att förlita sig på. Under min vistelsedär, på en svart skola, bevittnade jag hur ett av barnen blev utsatt för barnaga, vilket ärförbjudet i Sydafrika.Att som barn bli misshandlad och leva under kris kan få allvarliga konsekvenser. Barnet kanbli aggressivt och utåtagerande samt få bristande tillit till vuxna och omvärlden. Vidare kandet leda till att barnet själv, när den är vuxen, behandlar sina barn på samma sätt. Denna ondacirkel som kan skapas när ett barn far illa måste försöka brytas.Hur man som pedagog kan hjälpa och stötta dessa barn är inte lätt utan det kräver störreinsatser, ifrån socialtjänsten samt ett engagemang från skola och samhälle. En pedagog måsteförhålla sig professionellt. Det han/ hon kan göra är att stötta barnet, skapa en trygg miljö ochlåta barnet bearbeta och förstå sina känslor.

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Stackell, Alexandra. ""Jag skulle inte gå till skolan om jag inte visste att det fanns fri lek" : En studie om hur några barn uppfattar fenomenet fri lek på fritidshemmet." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17968.

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Free play is a term that often common in educational activities. The definition of the term is difficult, but it is about the children themselves decides the scope, content and process in their play. On an after-school, this may mean that it is the children are given the opportunity to freely choose their own activity in the leisure constraints. Free play can be an alternative to other, more controlled activities where adults control framework. The purpose of this study is to investigate the variations in how some children perceive and experience the phenomenon of free play in the after-school and how the children perceive the teacher´s role in the free game. The study empirical data is limited to a class, in a department in an after-school center in the inner suburbs of Stockholm. School centers and schools are integrated with each other and operations are in close cordinations and cooperation in common areas. Study based in two qualitative semi-structured focus group interviews with three children in each other group. To analyze the material used a phenomenographic analysis model. The result show that children feel that it is imortant to have free play in the school center. The children experience a degree of freedom, because you yourself may determine the content of their play. Pedagogue role in the free game perceive children as a role, where the adults keep order and ensure that the children needs are met and to avoid conflict. Educators will alto be assisting with activities to inspire creativity. Free play is also linked to emotions such as desire and curiosity and to friends enriches free play greatly.

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Wrang, Elisabeth. "Man trollar med knäna och väcker inte den björn som sover : Några lärares syn på extra anpassningar." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142037.

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Lagen om extra anpassningar, särskilt stöd och åtgärdsprogram trädde i kraft den 1 juli 2014. Denna lag påverkade all personal från förskola till gymnasium och till sin hjälp fick skolorna allmänna råd från Skolverket med kommentarer om hur arbetet med extra anpassningar ska utföras. Syftet med detta examensarbete är att bidra med lärdomar om gymnasielärares erfarenheter av och kunskaper om extra anpassningar. För att få reda på det har sex gymnasielärare intervjuats om sitt arbete med extra anpassningar. Deras svar har sedan tolkats utifrån tematisk analys. I denna studie framkommer det bland annat att ingen av lärarna har något dokument att följa som beskriver vad extra anpassningar är. Det framkommer en osäkerhet bland lärarna gällande vad begreppet extra anpassning innebär, likaså när det gäller hur de ska nå de omotiverade eleverna med hjälp av extra anpassningar, samt vid betygsättning av elever som fått extra anpassningar. Det verkar vara de informella samtalen och diskussionerna lärare emellan som främst ger de idéer och lösningar gällande extra anpassningar som efterfrågas av lärarna. Slutsatsen i min studie är bland annat att de lärare som jag intervjuat inte riktigt har de förutsättningar som behövs för att arbeta med de extra anpassningar som lagen föreskriver. När lärare behöver hjälp kring stödformen extra anpassning från elevhälsan är det inte alltid att de får det. Tydligt är också att information från Skolverket om vad extra anpassningar är, är bristfällig och svår att tolka för lärarna.
The Act on Additional Adjustments, Special Support and Action Programs came into force on July 1, 2014. This law affected all staff in preschool to upper secondary school and, in turn, the schools received general advice from the National Agency for Education with comments on how to work with additional adjustments. The purpose of this graduate project is to contribute lessons learned from secondary teachers' experience and knowledge of additional adjustments. To find this out, six secondary teachers have been interviewed about their work with additional adjustments. Their answers were after that interpreted based on thematic analysis. In this study, it is found that none of the teachers have any document describing what additional adjustments imply. There is an uncertainty among teachers regarding what additional adjustments means, and how to reach the unmotivated students with the help of additional adjustments, as well as in the assessment of pupils who have received additional adjustments. It seems to be the informal conversations and the discussions between teachers, that mainly gives the ideas and solutions regarding additional adaptations demanded by the teachers. The conclusion in my study is, among other things, that the teachers I interviewed do not really have the conditions needed to work on the additional adjustments required by the law. When teachers need help with the additional adjustment from pupil health, it is not always that they get it. Clearly, information from the National Agency for Education about what additional adjustment is, is insufficient and difficult to interpret for the teachers.

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Ducander, Jesper. "Från någon som vet till andra som inte vet : en studie av Alf Henrikson som folkbildare." Licentiate thesis, Uppsala University, Department of ALM, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-85842.

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In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.

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Bradley, Kelly Dee. "Looking at the teaching profession trhough the eyes of the educators : a study of secondary urban school teacher perceptions using classical test theory and item response theory in concurrence /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246814489.

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Книги з теми "ITE educators"

Sirait, Midian. Demi bangsa: Liku-liku pengabdian Prof. Dr. Midian Sirait : dari guru SR Porsea sampai Guru Besar ITB : otobiografi. Jakarta: Pustaka Sinar Harapan, 1999.

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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested. Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.

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Carloni, Giovanna, Christopher Fotheringham, Anita Virga, and Brian Zuccala. Blended Learning and the Global South Virtual Exchanges in Higher Education. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2.

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This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.

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Khodusov, Aleksandr. Pedagogy education: theory, methodology, technology, methods. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25027.

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The textbook discusses the theoretical and methodological problems of education, as well as its technologies and methods. Special attention is paid to the phenomenology of education and methodology, technology and methodology of its organization. The textbook meets the requirements of the Federal state educational standard of higher education of the last generation in the disciplines of "Pedagogy", "Methods of training and education". It is intended for bachelors studying in the direction of 44.03.01 "Pedagogical education", but it can also be useful for masters, graduate students, teachers-educators of educational organizations of various types.

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Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwide while educators and students create novel ways to collectively participate in research projects that contribute to a greater understanding of the universe. The anthology Teaching to Discern: Forming Connections, Decolonizing Perspectives aims to provide a novel context for academic dialogue on globalized pedagogical practices. Specifically, it focuses on what it means to teach abroad, which means discussing methodologies, pedagogies and contents used by educators who have had the opportunity of teaching in a foreign country. This book is a dialogue that engages academic experiences in a theoretically expansive and encompassing methodological and content-driven framework around the topic of teaching abroad.

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Vygonov, Viktor. Technology: a workshop on labor training. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1588598.

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The textbook discusses the main types of practical work on the subject of "Technology", highlights various types of artistic, creative and design activities of children that underlie this aspect of teaching younger schoolchildren. Detailed material is given on the processing methods and the possibilities of using various types of paper and cardboard. It can be useful for primary school teachers, educators and counselors of children's recreation camps, students of pedagogical colleges, parents, teachers of additional education.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.

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Rapohin, Nikolay. Applied psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070336.

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The textbook outlines the main provisions of modern applied scientific psychology. The socio-psychological and ethnopsychological features of behavior are analyzed. The author's interpretation of the psychological structure of personality is given, applied methods of its study are described. The issues of communication and psychological impact on the personality are considered. Using practical examples, the characteristics of styles and specific types of business communication are revealed. The features of establishing and maintaining business contacts with representatives of various national cultures are described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying management and international relations. It can also be used by students and teachers of psychological and pedagogical faculties of universities and colleges, future educators and social workers.

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Marciniak, Katarzyna, ed. Chasing Mythical Beasts. Heidelberg, Germany: Universitätsverlag WINTER, 2020. http://dx.doi.org/10.33675/2021-82537874.

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Classical Antiquity is strongly present in youth culture globally. It accompanies children during their initiation into adulthood and thereby deepens their knowledge of the cultural code based on the Greek and Roman heritage. It enables intergenerational communication, with the reception of the Classics being able to serve as a marker of transformations underway in societies the world over. The team of contributors from Europe, North America, Africa, Asia, Australia, and New Zealand focuses on the reception of mythical creatures as the key to these transformations, including the changes in human mentality. The volume gathers the results of a stage of the programme ‘Our Mythical Childhood’, supported by an Alexander von Humboldt Foundation Alumni Award for Innovative Networking Initiatives and an ERC Consolidator Grant. Thanks to the multidisciplinary character of its research (Classics, Modern Philologies, Animal Studies) and to the universal importance of the theme of childhood, the volume offers stimulating reading for scholars, students, and educators, as well as for a wider audience.

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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.

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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.

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Частини книг з теми "ITE educators"

Green, Corinne A., Michelle J. Eady, and Sharon K. Tindall-Ford. "“I Think That’s My Job”: What Motivates Teachers to Partner with Teacher Educators in ITE?" In Teacher Education in Globalised Times, 239–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_13.

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Katz, Phyllis. "Formerly ISE: Preparation for Continual Science Learning." In Preparing Informal Science Educators, 13–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50398-1_2.

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Bøjer, Bodil. "Creating a Space for Innovative Learning: The Importance of Engaging the Users in the Design Process." In Teacher Transition into Innovative Learning Environments, 33–46. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_4.

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AbstractBased on an empirical case study, this chapter puts forward the thesis that in order for an innovative learning environment (ILE) to work as intended, three things must be aligned: teaching (the teacher), space (the designer) and organisation (the school management). Ideally, when designing new ILEs all three factors are considered in the design process in order to ensure a common goal: creating the best space for innovative learning. In reality, this rarely happens and the users are left with a physical learning environment where the intentions do not always match educators’ expectations and established practices. To remedy this dilemma, the chapter proposes an additional activation phase in the design process after implementation—that is, the early use phase of a new build—where the intentions of the space are translated into actions, and refinements negotiated through discussions with the users through a participatory process. The purpose of this phase is to match pedagogies with spatial possibilities. The methodology used is Research through Design.

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Mygind, Erik, and Mads Bølling. "Pupils’ Well-Being, Mental and Social Health." In High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.

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AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.

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Wright Brown, Cecelia. "Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools." In Professional Development and Workplace Learning, 134–49. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch010.

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This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.

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Lupia, Arthur. "Lost in the Woods." In Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.003.0011.

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Chapter 5 offered a logic that clarifies the kinds of information that can increase knowledge and competence. In the coming chapters, I explain how educators can more effectively communicate this kind of information to others. From this point forward in part I, I focus on the time after an educator has identified information that can increase desired knowledge and competences. An educator in this situation faces an important challenge: Just because information can increase knowledge and competence does not mean that it will do so. For information to have these effects, prospective learners must think about the information in certain ways. For example, if a piece of information is to increase another person’s competence, that person must pay attention to the information. If the prospective learner ignores the information or processes it in ways that an educator did not anticipate, then the information may not have the educator’s desired effect. In chapters 6 to 8, I use insights from research on information processing to describe two necessary conditions for persuading an audience to think about information in ways that increase knowledge and competence. These conditions are gaining an audience’s attention and having sufficient source credibility. I focus on these conditions not only because of their logical necessity, but also because they are two factors over which educators often have some degree of control. “Not so fast!” This is a reaction that I sometimes get when suggesting that we base educational strategies on basic facts about attention and credibility, rather than continuing to rely on often-faulty intuitions about how others learn. Indeed, I have met many educators who initially argue that: “Being an expert in (say, deliberative democracy) makes me persuasive. Citizens and policymakers should respect me and be interested in what I have to say.” This is an attractive notion. It is also an illusion in many cases. Learning is a process that has knowable biological and psychological properties. A fundamental implication of these properties is that people ignore almost all of the information to which they could attend and people forget about almost all of the information to which they pay attention.

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Lupia, Arthur. "Building Source Credibility." In Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.003.0013.

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If a person pays attention to a piece of information, they form a judgment about it. In many cases, the judgment is that they do not need to pay more attention to it. In some cases, however, the judgment is that they want to think more about the new information and attempt to integrate its content into what they already believe. What judgments prospective learners form about information affects when and how an educator can increase others’ knowledge and competence. Many civic educators struggle with the fact that information in politicized environments is often judged differently than information offered in other environments. Words and images in politicized environments are scrutinized, interpreted, and attacked in ways that rarely, if ever, occur in other educational settings. Educators who are used to communicating in nonpolitical environments, and who then wade into a politicized environment, often find these dynamics surprising. Actually, “surprising” is a gentle way to put it. Many educators learn that educational strategies that work well in classrooms or at professional conferences are disastrous when attempted in more emotionally charged and politicized environments. Many educators who venture into more politicized contexts find that their information is ignored. Others find their words misinterpreted and twisted. Many have difficulty explaining why their attempts to convey their expertise to others in these important environments were not more constructively received. In this chapter, I examine how communication dynamics change as learning environments become more politicized. To help educators better manage these dynamics, I highlight two factors that affect source credibility in political contexts. These factors are perceived common interests and perceived relative knowledge. Each factor has significant effects on how prospective learners interpret words and images. Educators who understand these dynamics can better identify information that prospective learners are—and are not—likely to believe. Such knowledge can help educa¬tors increase knowledge and competence more effectively—and reduce unwanted surprises. . . . The chapter’s main lessons are as follows: When prospective learners can interpret information in multiple ways, their perceptions of an educator’s motives and expertise can affect whether or not they pay attention to the information and what inferences they draw from it. . . .

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Lupia, Arthur. "Attracting Attention." In Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.003.0012.

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Educators seek to convey information that increases knowledge and competence. A necessary condition for accomplishing these goals is to attract attention to their information. Attracting attention can be difficult. Other people, nature, and many variations of consumer society and pop culture compete for a prospective learner’s attention. People can also pay attention to things that are not “in the room” when an educator is presenting potentially important information. Prospective learners can think about events that happened in the past or events that could happen in the future. At any moment, there are many things to which people can pay attention. In this chapter, we will review basic facts about how people direct their attention. To this end, I establish simple principles that educators can use to make their presentations more memorable to more people. Individually and collectively, these principles are not an automatic recipe for success, but they can help educators avoid common mistakes in how they convey information to others. . . . The chapter’s main lessons are as follows: Learning requires attention. Human attentive capacity is extraordinarily limited. For an educator to get a prospective learner’s attention, the prospective learner must perceive the information as something they can use to achieve highly valued aspirations. These aspirations can include making bad things go away. A phenomenon called motivated reasoning sometimes leads people to pay attention to information because of how it makes them feel, rather than basing their attention on the information’s true relationship to their aspirations. Educators can benefit from considering the concept of motivated reasoning when choosing how to convey information. Many educators overestimate the amount of information to which prospective learners are willing or able to pay. Correcting these estimates can help educators increase knowledge and competence more effectively. . . The chapter reaches these conclusions in the following way. Section 7A offers basic definitions that clarify attention’s role in learning. Section 7B shows how challenging earning attention can be. Section 7C explains how to make information more memorable for more people. Section 7D concludes.

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Lupia, Arthur. "Three Definitions." In Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.003.0008.

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This chapter defines three terms: information, knowledge, competence, and their relationships to one another. Here is a list of the chapter’s main lessons: . . . Information, knowledge, and competence are not one and the same. Understanding their differences is a key to increasing knowledge and competence. Information is what educators can convey to others directly. The same is not true for knowledge or competence. Knowledge is memories of how concepts and objects are related to one another. Knowledge requires information. Conveying information is the means by which educators can increase others’ knowledge. Competence is the ability to perform a task in a particular way. Competence requires knowledge. An educator’s information can increase an audience’s competence only if the audience thinks about the information in ways that transform it into applicable types of knowledge. Educators can achieve their objectives more effectively and efficiently by understanding what kinds of information are most relevant to increasing specific competences. . . . Below, I begin with a brief discussion of the three terms: knowledge, information, and competence in that order. The reason for this ordering comes from my experience with educators and hearing their descriptions of what they are trying to accomplish. Of all the educators that I have met, many more describe themselves as seeking to increase others’ knowledge, rather than increasing their information or competence. So, to convey the information in a manner that is most directly related to how many educators see their own challenges, I start where they start. But there’s a catch. By the end of this chapter, I hope to convince you that two things are true for most educators. First, offering information is their sole means for increasing knowledge. Second, increasing others’ knowledge has limited value unless that knowledge can increase a valuable competence. In other words, for many educators, increasing others’ knowledge is a means for achieving competence goals, rather than being the main goal itself. Hence, one of the most important things that educators can know about information and knowledge is how they relate to competence.

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Januszewska, Edyta, and Izabela Lewandowska. "Badacz wobec badanego. Różne dyscypliny ― jedna perspektywa." In Auto/biograficzne aspekty praktyk poznawczych, „Perspektywy Biograficzne”, t. 3. Wydawnictwo Uniwersytetu Łódzkiego, 2016. http://dx.doi.org/10.18778/8088-222-5.13.

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The paper presents a variety of approaches towards the researched during qualitative research and their subsequent analysis on the example of educational and historical research. It has been elaborated by a duet — an educator and a historian — whose main area of interest is the relationship between the researcher and the researched embroiled in a situational context and deeply rooted in a social and humanistic perspective. We discuss our experience, which although set in various disciplines, has a common denominator, i.e. a biography and reading it. Our paper shows the area of scientific exploration experience which combines the two disciplines, since both educators and historians face similar problems in carrying out qualitative research.

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Тези доповідей конференцій з теми "ITE educators"

Hussain, Hanafizan, Jamilin Jais, and Zarina Abdul Rahman. "Preparing Educators Towards Educational Technology: Empirical Study of Students' and Educators' Perception in Learning Programming Languages." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2634.

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This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.

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Daanen, Hans, and Lyndsay Grant. "Space Mission: Ice Moon." In ACM SIGGRAPH 2007 educators program. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1282040.1282060.

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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.

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Jarvis, P. "Educating reluctant engineering educators." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010059.

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Moses, Thelma, and Parina Yamjal. "Strategies to Enhance International Student Academic Engagement in the Institute of Technology and Polytechnics (ITP) Sector in New Zealand." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205003.

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The paradigm shift in learning from a behaviourist to constructivist approach has changed the focus from traditional learning to the development of an interactive learning environment in both the classroom and online settings. An interactive learning environment encourages student engagement with educators, peers and the course content, thus contributing to greater academic success. With the globalisation of education, educators face the challenge of engaging international students (IS) in their teaching and learning environment. IS face significant academic, sociocultural and environmental barriers that inhibit their classroom and online engagement. The purpose of this study is to identify strategies that would help enhance IS academic engagement in the Institute of Technology and Polytechnics (ITP) sector in New Zealand. This paper systematically reviewed existing literature on IS engagement in tertiary business education. The emphasis was on identifying educationally purposeful activities that educators in ITPs can adopt in the classroom and online environment, to influence the behavioural dimension of learner engagement. Three well-known strategies, designing a blended learning environment, effective student–staff interactions, and designing a collaborative learning environment, were identified to enhance student engagement in the tertiary education context. The shift to emergency online teaching during the Covid-19 pandemic has increased the challenges educators face to engage IS. Actionable strategies for educators to engage learners in the online teaching and learning environment are discussed. Knowledge of these strategies will enhance the efficiency of educators to facilitate an interactive learning environment that fosters successful student engagement.

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Gillard, Sharlett. "IT Educators and IT Adoption." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2807.

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Technology is a constant stream of innovations. Thousands of products are introduced each year. Potential adopters, including IT educators, must determine the right time, if ever, to embrace these new developments and to integrate them into their curricula and/or personal professional endeavors. It is the contention of the author that with regard to the adoption of innovations that purport to improve preparation for and classroom delivery of curriculum, IT educators who teach primarily theory classes must not be a laggard or part of the late majority, need not be an innovator, but should be an early adopter (preferably) or in the lead of the early majority. Further, adoption of IT innovations to improve professional goals and development should follow the same standard.

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Jegede, Philip. "Assessment of Nigerian Teacher Educators’ ICT Training." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.

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Gillard, Sharlett, Ernest Nolan, and Denice Bailey. "Ten Reasons for IT Educators to Be Early Adopters of IT Innovations." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3004.

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Professionals in the information technology field are bombarded with an incessant stream of innovations in hardware and software as well as practices, methods, and techniques. IT educators are among the first targets in the market and must decide if and when to adopt these innovations in their instruction of students and professional endeavors. The risks are not small: educators must weigh the impact on budgets, time management schedules, instructional strategies, and student recompense. Some educators lag behind in adopting IT innovations and find that they have become pawns in the change process, vainly resisting the inevitable, while those on the front end of the adoption curve have eagerly embraced their role as change agents. This paper examines various factors that influence IT adoption among IT educators. More specifically, it presents ten reasons why educators should adopt, as soon as feasible, applicable IT innovations introduced into the marketplace.

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

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V. Knight, Linda, and Theresa A. Steinbach. "A Compilation of Web Resources for Educators." In InSITE 2010: Informing Science + IT Education Conference. Informing Science Institute, 2010. http://dx.doi.org/10.28945/1294.

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Звіти організацій з теми "ITE educators"

Brown, Dan. Research and Educator Micro-credentials. Digital Promise, February 2019. http://dx.doi.org/10.51388/20.500.12265/46.

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This paper examines how Digital Promise has ensured the content of the micro-credentials in its ecosystem and the process for earning them are anchored in rigorous research. The paper explores how Digital Promise screens prospective issuers to understand the research grounding their work.

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Roschelle, Jeremy, James Lester, and Judi Fusco. AI and the Future of Learning: Expert Panel Report. Digital Promise, November 2020. http://dx.doi.org/10.51388/20.500.12265/106.

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This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.

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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.

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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.

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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.

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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.

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Teo, Ian, Pru Mitchell, Fabienne van der Kleij, and Anna Dabrowski. Schools as Community Hubs. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-684-0.

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This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.

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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.

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