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1
Chemwei, Bernard. "Relationship between Tutor Confidence and ICT Integration in Primary Teacher Training Colleges in Kenya." East African Journal of Interdisciplinary Studies 5, no. 1 (January 11, 2022): 1–7. http://dx.doi.org/10.37284/eajis.5.1.524.
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Despite increases in computer access and technology training, ICT is not adequately being used to support instruction in teacher education institutions. Unless teachers improve their ability to use existing technology, they will encounter various difficulties. One of the most notable of these difficulties is that they cannot respond to the expectations of their students. Research has shown that the self-confidence of teachers affects their use of technology in instruction. The study assessed the confidence of tutors in primary teacher training colleges regarding the integration of ICT in the teaching and learning practice in Kenya. There are a number of ICT projects that are equipping Kenyan institutions of learning with computers and establishing internet connectivity. But the body of literature on studies among tutors is so scanty, leaving a noticeable gap in the literature about tutors’ level of ICT integration in instruction. The study sought to establish the relationship between tutor confidence and their level of ICT integration teacher training colleges in Kenya. A cross-sectional survey was conducted to investigate tutors’ confidence in the use of ICT in teaching. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire and an interview schedule. The data collected was analysed descriptively for frequencies, means, standard deviation, and percentages. The significance of relationships and differences of variables were tested using Pearson moment Correlation and Regression analysis. Results indicated that there is a low level of ICT integration in teaching in all teacher training colleges. A significant relationship was found between the tutor's confidence and their level of ICT integration in teaching (β3= 0.535, p<0.05). It was thus recommended that: College tutors should be given adequate exposure for them to be able to utilize ICT facilities in their classrooms. Colleges should also computerize most activities by buying computerized software within departments. This will compel most tutors to acquire the requisite skills. The ministry of education should also embrace ICT and demand professional documents from college tutors be typed and sent online.
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Сисоєва, Світлана Олександрівна, and Катерина Петрівна Осадча. "FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING." Information Technologies and Learning Tools 80, no. 6 (December 22, 2020): 207–21. http://dx.doi.org/10.33407/itlt.v80i6.4182.
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The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.
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Muyaka, Jafred, and Peter Mugo Gathara. "Tutor ICT Skills and the Realisation of Kenya’s Vision 2030." Msingi Journal 1, no. 1 (August 2, 2018): 317–49. http://dx.doi.org/10.33886/mj.v1i1.60.
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The Kenya Vision 2030 identifies science, technology and innovation as key drivers in creating wealth, social welfare and international competitiveness. In recognition of the role of technology in achieving Vision 2030, the government pledged to strengthen technical capabilities by emphasising technological learning at all levels. The vision affirmed that it is only through an educated and skilled manpower that Kenya will be able to create, share and utilise knowledge well. To produce a workforce capable of fitting into the knowledge driven society, training of teachers in Primary Teachers Colleges was to integrate Information and Communication Technologies (ICTs) in teaching and learning. The government carefully prepared ICT policies to guide the use of ICTs in teaching and learning as a proper way of imparting in teacher trainees the skills needed for preparing learners with the right training. Among the policies was providing extensive training to tutors on use of ICTs in teaching and learning. The study analysed the implementation of this policy in Primary Teachers Colleges. The analysis sought to find out whether and what gaps exist between the stated government policy designed to guide use of ICTs in teaching and learning and the actual practice during the implementation process. The study sites were four PTCs in Kenya offering certificate courses commonly known as P1 colleges. These were three public PTCs and one private college targeting college heads, deans of curriculum, tutors, students and Ministry of Education officials. The study applied multiple case study design in soliciting views, perceptions, opinions and experiences regarding implementation of government ICT policies. A combination of research instruments were used in collecting the data. These included:- questionnaires, interviews and observation schedules. The data was analysed both qualitatively and quantitatively using SPSS. The study findings established that there were a number of inconsistencies in the implementation of government policies on use of ICTs in teaching and learning and the actual practice during the implementation process. Although the policy required that lecturers at PTCs were to attend ICT in-service training to integrate ICT in classroom teaching, 53.8% of the teaching staff had not attended any in-service training on use of ICT in teaching and learning. The study concludes that the identified inconsistencies in the use of ICT skills of tutors had impacted negatively on the preparation of primary teachers with competencies in ICT use, hence undermining the realisation of Vision 2030. Therefore the study recommends establishment of partnership between the government, private sector and the PTCs to equip the tutors with the necessary and relevant ICT training to allow integration of ICT in teaching and learning.
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Gorutko, E. N., and E. V. Dyrdina. "INTRA CORPORATE MODEL OF DEVELOPING COMPETENCE OF THE UNIVERSITY TEACHER IN THE FIELD OF DESIGNGING ELECTRONIC EDUCATIONAL RESOURCES." Informatics and education, no. 5 (June 25, 2019): 5–15. http://dx.doi.org/10.32517/0234-0453-2019-34-5-5-15.
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The article discusses the theoretical and practical aspects of the development of teacher competence in designing electronic educational resources (EER), due to the need to use e-learning and distance learning technologies in modern educational institutions. The article reviews scientific and pedagogical researches on the subject and analyzes the structure of the teacher ICT competence. The authors summarize the findings of researchers, define the need to improve the skills of teachers in the field of ICT and develop the models for teachers’ upgrading. They generate the structure of ICT competence of a teacher in the field of developing EER. The modern classifications of EER are considered, the stages in the creating EER are defined. The relationship between the development of teacher competence in designing EER and the emergence of new learning models, such as blended learning and e-learning, has been revealed. An intra corporate model of developing competence of university teacher in the field of designing EER, based on the goals and aims of a particular educational institution, is presented. Stages of model’s implementation are defined. The article describes the experience of the development and testing of a set of activities such as organization of advanced training courses registering e-learning resources in the university electronic resources fund, conducting an EER competition, conducting training seminars and individual counseling aimed at developing teacher competence in the field of EER design.
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Dludlu, Mzomba Nelson. "E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini." Advances in Social Sciences Research Journal 7, no. 8 (August 31, 2020): 506–17. http://dx.doi.org/10.14738/assrj.78.8781.
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The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic. A survey research design employing the quantitative approach was conducted with all (N=284) agriculture teachers in Eswatini to (1) describe the E-readiness of Agriculture teachers to integrate ICT in their teaching and learning, (2) identify the support given to teachers towards ICT integration available in schools, and (3) to describe the teachers’ educational level and courses related to ICT integration in teaching. A valid and reliable instrument was designed with a Cronbach Alpha reliability coefficient of (r = .80) was used to collect data. Frequencies and percentages statistics were used to analyse data. Findings associated with teachers’ readiness to integrate ICT in their teaching were: (1) teachers had personal laptops and were using them to support teaching of agriculture, (2) teachers perceived themselves as digitally proficient in using ICT tools to facilitate teaching and learning, (3) teachers had free access to computers in schools, (4) more than half of the schools offering agriculture had internet connectivity, (5) ICT was offered as an examinable subject in the majority of schools, and that (5) teachers had taken basic computer course their pre-service teacher preparatory training. It is recommended that all teacher training institutions design and offer courses on instructional technology to equip all teachers in schools to use technology to enhance their teaching skills.
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Widhiartha, Putu Ashintya. "PEMANFAATAN E-LEARNING SEBAGAI ALTERNATIF PENGGANTI PELATIHAN TATAP MUKA BAGI PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NONFORMAL." JIV 4, no. 2 (December 31, 2009): 189–96. http://dx.doi.org/10.21009/jiv.0402.7.
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Recently, there have been massive efforts in E-learning implementation for educator training around the world. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. This article describes the possibility to implement E-learning for non-formal teacher training in Indonesia. Non-formal teachers have to realize that they face new challenge to improve their competencies and must be able to make appropriate use of Information and Communication Technologies (ICT). This is a challenge that has caused non-formal teachers to reflect on how they adapt to new educational changes without compromising the quality of education. In addition E-learning also could be used to reduce the enormous cost of conventional non-formal teacher training.
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Yuliani, Refi Elfira, and Heru Heru. "E-Course Design of Middle/MTs Teacher Training Using Google Classroom." International Journal of Elementary Education 5, no. 2 (August 29, 2021): 357. http://dx.doi.org/10.23887/ijee.v5i3.37667.
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The ability to design online learning was a skill that teachers in integrating ICT in Learning must possess. The problems faced by teachers in implementing online learning were complex, starting from internet access to the use of applications/software that can be used in online learning. This study aimed to produce an e-course for teacher training for SMP/MTs using the open-source google classroom. This research used a development research method with media evaluation using formative Evaluation Tessmer. As developed in this study was a teacher training media using google classroom. The research subjects were junior high school and MTS teachers, with 28 people involved during the training process activities. The instrument used in this research was a questionnaire. The questionnaire was given to the experts, and the participants of the small group trial were questionnaires to assess the e-course google classroom. The questionnaire given to the field test participants was to see the potential effect of learning using e-courses on the teacher's TPACK ability. The data analysis method used was descriptive qualitative. Based on the research results that have been done, it can be concluded that the e-course teacher training using google classroom was categorized as valid and practical. Validity was obtained from the assessment of the material, media, and language experts and was one-to-one. Practicality was obtained from the results of the small group trial by analyzing the results of the questionnaire distributed to the small group trial participants so that the average percentage of teacher assessment through the questionnaire was 92.5%. E-course had a potential effect on teacher TPACK with an average rate of 82.46%, classified as good. Based on the results obtained, it can be concluded that the developed training e-course was valid, practical, and had a potential effect on the achievement of TPACK. That was, the e-course that has been designed was effective.
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Gutiérrez-Martín, Alfonso, Ruth Pinedo-González, and Cristina Gil-Puente. "ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model." Comunicar 30, no. 70 (January 1, 2022): 21–33. http://dx.doi.org/10.3916/c70-2022-02.
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This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.
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Rahmi, Ulfia, Abna Hidayati, and Azrul Azrul. "PELATIHAN E-LEARNING UNTUK MENGINTEGRASIKAN TIK DALAM PEMBELAJARAN BAGI GURU-GURU SMA." Panrita Abdi - Jurnal Pengabdian pada Masyarakat 4, no. 1 (January 22, 2020): 34. http://dx.doi.org/10.20956/pa.v4i1.6710.
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The Training of E-Learning as ICT Integration in Instructional for Senior High School TeachersAbstract. Schools have supporting facilities for implementing e-learning such as computer laboratories, internet networks, wireless access points, and microtia routers. However, the teachers and the school are not ready from the side of human resources. In other words, the school needs training and workshops for teachers to optimize the use of ICT in learning. The purpose of this activity is to train SMA N 4 Kota Pariaman teachers to prepare e-learning to integrate ICT in the learning process. This activity involved all of the 4 SMA N Pariaman teachers in a number of stages, namely a) introduction to the concepts of e-learning and LMS, b) workshops managing LMS, and c) simulations of e-learning applications that had been prepared by each teacher. The results of this training activity are a) the teachers have been able to design learning materials and activities in e-learning and produce learning material packages, b) the teacher readiness in integrating ICT in learning is increasingly increasing, and c) the school readiness to create smart classes with the application of e-learning.Keywords: e-learning, integrate ICT, LMS, teachersAbstrak.Sekolah-sekolah telah memiliki fasilitas pendukung untuk pelaksanaan e-learning seperi laboratorium komputer, jaringan internet, wireless access point, dan microtic router. Namun guru dan pihak sekolah belum siap dari sisi sumberdaya manusia. Sederhananya, pihak sekolah membutuhkan pelatihan dan workshop bagi guru-guru untuk mengoptimalkan penggunaan TIK dalam pembelajaran. Tujuan kegiatan ini adalah melatih guru-guru SMA N 4 Kota Pariaman untuk mempersiapkan e-learning dapat mengintegrasikan TIK dalam proses pembelajaran. Kegiatan ini melibatkan seluruh guru SMA N 4 Kota Pariaman dengan tiga tahap, yaitu a) pengenalan konsep e-learning dan LMS, b) workshop mengelola LMS, dan c) simulasi aplikasi e-learning yang telah disiapkan untuk masing-masing guru. Hasil kegiatan pelatihan ini adalah a) guru telah mampu merancang materi dan aktifitas belajar di e-learning dan menghasilkan paket materi pembelajaran, b) kesiapan guru dalam mengintegrasikan TIK dalam pemebelajaran semangkin meningkat, dan c) kesiapan sekolah untuk menciptakan smart class dengan penerapan e-learning.Kata Kunci: e-learning, integrasi TIK, LMS, guru
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Azhar, Minda, Alizar Ulianas, Miftahul Khair, Hutdia Putri M, Natia Afriana S, and Zulhendra Zulhendra. "Enhancement of Teacher Knowledge in Making ICT-Based Chemistry Learning Media with emphasis on Three Levels of Representation." Pelita Eksakta 2, no. 1 (April 6, 2019): 15. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss1/40.
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Abstract - The use of three levels of chemical representation and interconnection is needed to understand the chemical concepts as a whole. The purpose of service activities is to increase teacher knowledge in making ICT-based chemical learning media with emphasis on three level representation. The solution given is giving training to the teacher. In this training, were used lecture and demonstration methods and practices. The results of the service activities can improve the knowledge and skills of chemistry teachers using standard general chemistry e-books and chemistry learning videos on websites on the internet. This service activity can improve the knowledge and skills of chemistry teachers to integrate these learning resources for the manufacture of ICT-based chemistry learning media with an emphasis on interconnecting of three-levels representation. This service activity also increases teacher knowledge about mental models and how to measure them.
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Sole, Ferdinandus Bele, and Desak Made Anggraeni. "Inovasi Pembelajaran Elektronik dan Tantangan Guru Abad 21." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 1 (December 31, 2018): 10. http://dx.doi.org/10.36312/e-saintika.v2i1.79.
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[Title: Electronic Learning Innovations and 21st Century Teacher Challenges]. The development of information technology that is very rapid in this century has a very significant impact on the world of education, where, the process of transition from the age of industrialization to the age of knowledge requires every field in life to change very quickly and must be able to adapt quickly. Entering the 21st-century technological advances have entered into various aspects of life, including education. Teachers and students, lecturers and students, educators and students are required to have the ability to teach in this 21st century. A number of challenges and opportunities must be faced by students and teachers in order to survive in the age of knowledge that is coloured by the emergence of various educational innovations. One innovation that is developing quite rapidly is electronic learning (electronic learning) or e-learning. E-learning is distance learning (distance learning) that utilizes computer technology, computer networks and/or the internet. This electronic learning innovation allows learners to learn through computers in their respective places without having to physically go to attend classes/lectures in class. Therefore, educators and prospective educators in the 21st century need to be prepared to be able to adapt to the development of science and technology. Teacher Training Institute (LPTK) as an institution producing prospective educators/teachers needs to equip teachers and prospective teachers to skillfully use technology, especially ICT, because of the challenges of future teachers related to ICT. In an effort to prepare prospective teachers entering the 21st century, STKIP Weetebula as one of the LPTKs in Indonesia seeks to equip its students by including e-learning courses in the curriculum of elementary school teacher education study programs (PGSD).
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Fiore, Oriana, Maria Giuseppina Adesso, and Roberto Capone. "Distance Learning and Multimedia Teaching Education: E-Laboratory Activities during Covid-19 Pandemic." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012003. http://dx.doi.org/10.1088/1742-6596/2297/1/012003.
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Abstract During the COVID-19 pandemic lockdown, Italian schools and Universities were closed. In this scenario, teachers, in order to continue their work, had to manage the didactics by themselves, carrying out Distance Learning, thanks to the technology support. Nevertheless, teachers had some methodological and technical difficulties. This situation required the replanning of some physics contents, trying to include laboratory activities, too. A teachers’ training was organized in order to support the teachers both for effective and meaningful use of ICT and to carry out some laboratory activities in Distance Learning mode. The training aimed to investigate leading technologies relevant to physics teaching, the competencies that a physics teacher has to acquire to use digital technologies, and the effective approaches to develop these competencies. The course was organized into four webinars, timing 10 hours. Teachers became confident with ICT for communication, sharing, and documentation. Moreover, teachers approached the IBSE methodology, as modified by adding a further E-laboratory phase to the 5E cycle, promoted by Bybee, by planning a learning chunk, including a laboratory activity in synchronous e-learning mode. 20 High School Physics teachers were involved in the training.
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Demchenko, Iryna. "Forming of Future Teachers’ ICT-Competence: Canadian Experience." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 54–60. http://dx.doi.org/10.1515/rpp-2016-0008.
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AbstractThe article deals with the phenomenon of digital divide in the education in Canada. The domestic and foreign scientific and educational publications have been studied and analyzed. It has been found out that traditional means for training pedagogical specialists are gradually losing their relevance due to lack of educational dialogue between a teacher and a student. Information and communication technologies have entered today’s youth everyday life and become an essential means of communication, receiving and transmitting information. Based on the source study, the essence and reasons of digital divide have been revealed. Canadian researchers consider that it is possible to overcome this problem by revising the approach to teacher training which will focus on the forming of future teachers’ information and communication competence. Various definitions of the terms “information competence”, “ICT competence”, “digital literacy”, “e-literacy” have been described. The model of ICT competence, its structure and the process of its integration into education have been analyzed. The examples of forming future teachers’ ICT competence in universities of Canada have been given. It has been revealed that the problem of effective ICT implementation into educational activities is in the range of many Canadian studies, but in fact the phenomenon of digital divide in education is still topical due to insufficient activity of teachers of pedagogical faculties and students’ ignoring the problem. A number of studies have been examined, the authors of which give practical recommendations aimed at enhancing the role of new technologies in teacher training in Canada.
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Shkolnyi, Oleksandr, and Yuliia Tykhonenko. "USING OF ICT DURING PREPARATION FOR EIA: WAYS TO SEARCH FOR THE OPTIMAL MODEL." Physical and Mathematical Education 30, no. 4 (September 13, 2021): 13–19. http://dx.doi.org/10.31110/2413-1571-2021-030-4-002.
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Formulation of the problem. The urgency of improving the methodology of preparation for the external examination in mathematics is currently beyond doubt. Earlier we found that electronic tools in preparation for EIA in mathematics are unpopular among entrants, but positive trends in the development of ICT to prepare for testing in mathematics are also present. The current motivation for the use of technology in mathematics teaching is the current pandemic situation, when the introduction of quarantines and long periods of online learning are beginning to be perceived by students and teachers as normal learning situations. Under these circumstances, mathematics teachers are forced to use ICT, create and develop new forms of organization of the educational process, improve and adapt teaching methods and technologies. The purpose of this article is to establish the feasibility of using ICT, their place and role in preparing for external evaluation in mathematics from the standpoint of teachers and tutors, as well as to determine how modern technology helps or hinders the search for optimal methods of preparation for this type of assessment. Materials and methods. To achieve the goals of the article, we use empirical methods: our own survey using an electronic tool (Google form), monitoring the learning process of students, as well as analysis of their achievements results. In the paper we use the set of scientific cognition methods: comparative analysis to clarify different views on the problem; systematization and generalization to formulate conclusions and methodological advices; generalization of the author's pedagogical experience and observations. Results. According to our survey of mathematics teachers, two thirds of them believe that the most optimal way to prepare for EIA is a combination of classroom classes and online format. 98% of respondents consider that using of ICT appropriate in preparation for external examination, and the leader among these technologies are online test platforms (NaUrok, osvita.ua, Vseosvita, Quizlet, Сlasstime). 97% of respondents find the use of electronic tools in preparation for the EIA in mathematics useful, and 28% are completely satisfied with both the quantity and quality of available electronic resources. At the same time, 72% of teachers believe that the number of e-learning tools should be increased and their quality should be improved, which indicates the need to develop and improve this area. Conclusions. There is no universal methodology of preparation for the external examination in mathematics, as it significantly depends on both the student audience and the individual characteristics of the teacher or tutor who carries it out. EIA is only a tool for adequate evaluation of the student's achievement level and cannot be the goal of schooling. Instead, the main purpose of schooling is the development of the child, the disclosure of his abilities, as well as the formation of those competencies that will allow him to find his place in life, to be realized as a person. Therefore, in preparation for the external examination in mathematics, the main goal for the teacher, we consider the repetition and systematization of the school course of mathematics, rather than formal training of students to solve specific classes of test tasks. The use of ICT is perceived by us as a natural complement to the educational process, and not just as a forced step due to training in quarantine conditions. We believe that the use of electronic tools in preparation for the EIA in mathematics is useful, but it is important to ensure the proper quality of the tests offered to teachers and students on a variety of online platforms.
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Monteiro, Angélica, and Rita Barros. "Ambientes de aprendizagem, tecnologias digitais e formação inicial de professores." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 564. http://dx.doi.org/10.14571/brajets.v11.n4.564-580.
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Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century. However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the "testing" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper’s privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way.
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Podpliota, Svitlana. "Tutoring Support as an Important Component of the Educational Process in the Context of the Development of Information and Communication Technology." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 84–91. http://dx.doi.org/10.32919/uesit.2017.03.08.
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There are a lot of significant structural changes in almost all higher educational institutions in Ukraine due to time requirements. Accession to a single European space, new educational standards requires the revision and expansion of the content of pedagogical activities, functions and roles implemented by educators. Students are granted the rights and opportunities for the most complete satisfaction of individual educational requests. There was a need to review the ideas about the content of teaching activities and the emergence of new positions. In recent years, scientists have been actively discussing the introduction the position of the tutor in the education system.
The term «tutor» came to us from classical universities in Great Britain and extended the notion of «teacher». Tutors became widespread, especially in the context of the gradual integration of Ukraine into the European educational space. Tutor is a historically established special pedagogical position that provides the development of individual educational programs, the potential of each student and prepares him for a changing life. Tutor controls not only student’s study, but also his behavior, way of life, attending classes, rest, appearance, etc.
Tutor while working with student transmits a variety of techniques and rules for mastering new knowledge. However, learning is impossible without the use of ICT. Therefore, it is not enough for tutor to use only traditional technologies of education and upbringing. After all, without the use of computer it is difficult to satisfy the individual requests of each student. So tutors need to know the possibilities of the Internet navigate the pedagogical network communities, use innovative pedagogical technologies to increase the students’ interest in learning and activating their cognitive activity. Indeed, nowadays it is difficult to imagine a learning process without the use of modern technology.
Thus, information and communication technologies should become reliable assistants of the tutor to the new conditions of life and professional activity in the information society. Application of information and communication technologies in tutoring practices is considered as an innovative approach in building the process of training and preparing students for professional activities. This is due to the fact that the computerization and application of modern information and communication technologies is an opportunity that will help to create a new system of education.
Information and communication technology at the university is not a trend, but a modern necessity. They must become an integral part of the educational process. Therefore, the modern tutor must be able to work with new means of education, at least in order to ensure one of the most important rights of the student − the right in qualitative education. Consequently, in the process of tutor’s support various information and communication technologies can be used to maximize the optimization of tutor activity.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and María Elena Gómez-Parra. "EFL Teachers' Perceptions on the Potential of MOOCs for Lifelong Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 1–17. http://dx.doi.org/10.4018/ijwltt.2020100101.
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Despite its numerous advantages, globalization, information society and the emergence of information and communication technologies (ICT) have caused quick changes in society, provoking the rapid obsolescence of knowledge and the appearance of new concepts. In this context, new professional demands for teachers are required to help students develop necessary competences for the 21st century. At this juncture, ICT, e-learning tools, and MOOCs have arisen as remarkable training resources for teacher lifelong learning with an undeniable potential; however, it seems relevant to study whether teachers agree in the usefulness of such tools. In this light, this article investigates and compares the perceptions of Spanish pre-service and in-service EFL teachers about ICT, e-learning and MOOCs, and the uses of these technologies. The results obtained allow the researchers to analyze whether the possibilities of these resources correspond to the real necessities of EFL teachers.
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Soler Costa, Rebecca, and Pablo Lafarga Ostáriz. "Rethinking teacher training: Covid-19 and the rise of e-learning." Kultura - Przemiany - Edukacja 8 (2020): 207–17. http://dx.doi.org/10.15584/kpe.2020.8.15.
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He Covid-19 pandemic has caused an exponential change in the educational environment. The impact of epidemiological situation has been so powerful, that it can be considered that a new paradigm has been born based on semi-presence as new didactic normality. We witness the new and accelerated context where Information and Communication Technologies (ICT) have acquired a greater role than they used to ever have. Under this new perspective, which also involves a strong reflection on the teaching-learning processes, a review of existing technological resources and their functionality at present is proposed. Taking all of this into consideration, during the beginning of the 21st century the technological advances in the field of education have been significant. Management platforms, resources on the Internet, or other media and simultaneous interaction are some of the key tools in a world immersed in a rethinking that goes far beyond a classroom.
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Dooly, Melinda. "New competencies in a new era? Examining the impact of a teacher training project." ReCALL 21, no. 3 (September 2009): 352–69. http://dx.doi.org/10.1017/s0958344009990085.
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AbstractThis article describes follow-up research aimed at exploring the long-term impact on participants of a teacher training course that integrated a variety of projects focusing on ICT use in language teaching. Internet in education is often promoted for its features that allow for new opportunities for constructivist approaches in the classroom. Nevertheless, this will not simply happen on its own. Teacher education must help shift students teachers’ pedagogical premise toward approaches that promote autonomous learning and collaborative problem-solving. Teacher training can highlight how this can be supported through ICT.The article chronicles the first year following the closure of a teacher-training project, paying particular attention to current practices and perspectives of the primary and secondary education teachers involved. Data were gathered through questionnaires and semi-structured e-mail interviews, along with field notes and ongoing observation of participants’ current teaching environments in order to generate material for triangulation and contextual understanding of the data. The analysis of whether the project described herein has contributed to reducing the gap between the theoretical framework of teaching competences in telecollaboration and its transferral to teaching praxis is significant for future input on other training programmes.
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Kucheruk, Oksana A., Stanislav A. Karaman, Olga V. Karaman, and Nataliia M. Vinnikova. "ВИКОРИСТАННЯ ІКТ ДЛЯ ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 196. http://dx.doi.org/10.33407/itlt.v71i3.2814.
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The article deals with the problem of the use of ICT means for the formation of professional competences of future teachers of the Ukrainian language and literature. The relevance of using e-learning resources in the system of vocational education of students-philologists is investigated. The essence of the concept of "professional competence of the teacher of the Ukrainian language and literature" is specified. The state of the use of ICT in the professional teaching of bachelors and masters of Ukrainian philology based on the analysis of the works of scientists, the synthesis of educational and methodical ideas, the generalization of their own pedagogical experience, questioning of students is determined; the experience of effective work of students of philology with ICT means in the context of vocational education is considered. The analysis of the use of e-learning tools for the mastery of Ukrainian philology by future teachers-speakers is carried out. The results of the survey and questioning of students-philologists concerning the activity and efficiency of using ICT tools in the professional training are described. It is empirically confirmed that the integration of ICT means into the traditional methodology of teaching the professional disciplines to future teachers of the Ukrainian language and literature makes it possible to improve the attitude of students towards vocational education. It is provided that the blog of the Ukrainian Language Cultural Center at Kyiv Borys Hrinchenko University is a significant educational potential for the professional training of students of philology since it is an important modern tool for maintaining new ways of teaching the language and it contains accessible electronic resources that are useful for the professional growth of future language teachers and affects educational activity of students positively. This article focuses on the educational potential of the Facebook community of the mentioned Center which brings professional education closer to the student, helps him to study, communicates in the Internet, and acquires the ability to continuous education despite the distance between the members of this Facebook community. It is generalized that active activities in the environment of the Facebook community of the Center develops the skills of critical thinking, communication in the virtual space, emotional intelligence, ability to process and structure significant information of the Ukrainian-speaking direction. The prospects of research on the use of ICT means for the professional training of the teacher of the Ukrainian language and literature have been determined.
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Teixeira, Valquiria Oscar. "Tecnologia e políticas educacionais: desafios e contribuições das tecnologia da informação e comunicação em escolas estaduais da cidade de Itaperuna." Texto Livre: Linguagem e Tecnologia 9, no. 1 (July 13, 2016): 140–59. http://dx.doi.org/10.17851/1983-3652.9.1.140-159.
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RESUMO:O uso das tecnologias nas escolas tem seu marco no final do século XX e principalmente amplia-se no século XXI. Com o avanço da globalização, a tecnologia passou a ser presença indispensável no cotidiano, e nessa conjuntura vem agregando novas formas de mediações sociais, revolucionando a comunicabilidade, trazendo em evidencia diferentes formas de comunicação e interação entre as pessoas. Este trabalho discute a relevância das Tecnologias de Informação e Comunicação (TIC) no contexto educativo, considerando as políticas públicas responsáveis pela sua inserção nas escolas, como também a visão que os educadores possuem sobre elas e os obstáculos por eles enfrentados na utilização prática das TIC. A revisão bibliográfica sobre o tema deu suporte aos dados construídos a partir das entrevistas realizadas com três professoras de escolas estaduais da cidade de Itaperuna. As entrevistas foram baseadas na problemática de como os docentes têm visto a chegada das TIC no ambiente escolar e o que têm feito para incorporá-la em benefício da educação. Através das entrevistas e levantamento bibliográfico foi possível constatar que, com o auxilio das TIC, a escola consegue ensinar o que significa viver imerso numa comunidade de conhecimento compartilhado. Consegue, ainda, educar para o exercício da cidadania, qualificação para o trabalho e práticas sociais, como descreve a LDB. No entanto, apesar das contribuições nos aspectos sociais e de aprendizado possibilitadas aos educandos, foram observados, ainda, obstáculos substanciais que atravancam o alcance do êxito na utilização das TIC na escola. A deficitária formação docente e aspectos infraestruturais das instituições são alguns desses empecilhos.PALAVRAS-CHAVE: tecnologia; TIC; escola; formação docente; infraestrutura. ABSTRACT: The use of technology in schools made its mark at the end of the XX century and mainly expands in the XXI century. With the advance of globalization, technology has become indispensable presence in daily life and at this juncture has been adding new forms of social mediation, revolutionizing the communicability, bringing in evidence different ways of communication and interaction among people. This work discusses about the importance of Information and Communication Technologies (ICT) in the educational context, considering the public policies, responsible for their integration in schools, as well as the vision that educators have about them and obstacles they face in the practical use of ICT. The literature review about the theme gave support to data constructed from interviews with three teachers of state schools in Itaperuna. The interviews were based on the issue of how teachers have seen the advent of Information and Communication Technology in the school environment and what they have done to incorporate it for the benefit of education. Through interviews and literature review it was found that with the help of the ICT, the school can teach what it means to live immersed in a shared knowledge community. The school can also educate for citizenship exercise, qualification for work and social practices, as described in the LDB. However, despite the contributions in social spects and learning enabled to the students, we also observed substantial obstacles that clutter the scope of success in the use of ICT in school. The deficit teacher training and infrastructural aspects of the institutions are some of the obstacles.KEYWORDS: technology; ICT; school; teacher training; infrastructure.
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Pandey, Nabaraj. "Effectiveness of ICT Tools in Science Education." Educator Journal 10, no. 1 (July 27, 2022): 154–63. http://dx.doi.org/10.3126/tej.v10i1.46738.
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The objective of this study, “Effectiveness of ICT tools in Science Education,” was to determine the current status of ICT use among secondary school students and teachers and to explore the problems while using the ICT tools. Simple random sampling was used as the sampling strategy. The instruments used to acquire the required data were student questionnaires and teacher interviews. I used a survey using descriptive data to achieve the study’s goals. Simple statistical tools such as frequency and percentage were used to assess the data. The descriptive technique was used as the analysis procedure for quantitative data. The findings and conclusions were drawn after a thorough review of the data. According to the findings, the participants preferred ICT tools, but there was a lack of information about how to use it. It was discovered that students frequently confront issues such as a lack of access to an e-library and a lack of understanding of computer capabilities. Teachers do not have sufficient ICT tools for teaching them also. There must be included ICT tools in the science curriculum. It is necessary to provide ICT tools, an appropriate time, and ongoing training to increase ICT abilities. It included recommendations for improving ICT in the classroom instructors and students
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Astuti, Puji, and Febrian Febrian. "Diseminasi Online Multimedia Pembelajaran Matematika yang Dikembangkan Menggunakan Videoscribe." Jurnal Anugerah 1, no. 1 (November 27, 2019): 19–24. http://dx.doi.org/10.31629/anugerah.v1i1.1650.
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In the industrial revolution 4.0 era, teacher needs to utilize information and communication technology (ICT) in learning. The professionalism competencies proclaimed by teachers also require teachers to be able to develop interactive and interesting learning media so that there is an increase in the quality of learning. This challenge is inversely proportional to the conditions in the field, namely that there are no teachers in the Mathematics Teacher Association(MGMP) at SMA and SMK in Bintan Regency who develop learning multimedia and utilize technology such as social media as learning media. For this reason, Community Service (PkM) activities needs to be conducted, with theme disseminating learning multimedia with videoscribe on social media (e-learning). The PkM activity was concluded to be going well with indicator 1) 100% participant (teacher) got involved during mentoring; 2) the production of learning video by teachers and the dissemination of the learning videos on the YouTube channel; 3) teacher participants require for more training activities.
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Winata, Anggun, Ifa Seftia Rahkma Widiyanti, Saeful Mizan, and Sri Cacik. "E-Book Development at Kebonsari III Elementary School Tuban City." Community Development Journal 5, no. 2 (August 17, 2021): 238–44. http://dx.doi.org/10.33086/cdj.v5i2.1424.
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Information and Communication Technology (ICT) in education is one of the main supporters of educational services through the development of e-books. The purpose of this activity is to increase teacher competence in utilizing ICT to prepare the 21st century education system in facing the industrial revolution 4.0. This activity uses the community development method through training, mentoring and development in the preparation of e-book learning media. Instrument achievement of implementation indicators using pretest and posttest questionnaires for knowledge and skills of e-book development for teachers at Analysis of the results of achievement using descriptive analysis of the average value and percentage. The average pretest results of participants' abilities in developing e-books are still less visible from the results of less than 11%, very less by 77%, enough by 6%, good 4% and very good by 2% . The average posttest results of participants' ability in developing e-books increased, namely very less and less by 0%, enough by 26%, good by 60% and very good by 14%. The community development method is able to increase the knowledge and skills of teachers in developing e-book learning media
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Monakhov, D. N. "The impact of the COVID-19 pandemic on educational technologies." Moscow State University Bulletin. Series 18. Sociology and Political Science 28, no. 2 (May 25, 2022): 48–68. http://dx.doi.org/10.24290/1029-3736-2022-28-2-48-68.
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COVID-19 has had a significant impact on many areas of society, and the education sector is no exception. The article is devoted to the impact of the COVID-19 pandemic on education. It examines the positive trends in the development of educational models (BYOD, Blended Learning) and technologies (e-learning, m-learning), Russian software (iSpring Suite, iSpring Suite Max, iSpring Space, EV Toolbox Advanced 9), educational services (Convenience, eTreniki, Learnis, Zoom, Skype, Yandex services: Teleconference, Workshop, School, Textbook, Lessons, Teacher, Tutor, Forms) and platforms (Core, Stepik, Russian Electronic School, Moscow Electronic School, “Yaklass”, “Uchi.ru”, “Lecta.rosuchebnik.ru”, “Enlightenment”), mobile applications (“Walking Museum”). This work contains an analysis of not only the positive, but also the negative impact of the pandemic on secondary and higher education; the results of surveys are given. The article shows that digital and information technologies are becoming one of the leading ones in the field of education. The large-scale development of new information tools, including Internet services, has led to the modification of the digital educational environment. The conditions of the pandemic revealed the need to adapt and make changes in improving the methods of teaching and the use of distance learning technologies that implement the principles of open education (freedom in choosing the time, place and pace of learning, free development of individuality, freedom to draw up an individual training program, etc.). Practice, adequately responding to the current situation, led to an understanding of the need to quickly create designers of electronic courses (iSpring Suite Max, iSpring Space). The pandemic has led to the urgent need to improve the competence of teachers in the field of ICT, and therefore in the development of appropriate training courses.
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Bagshaw, Mike. "Reflections on a Socratic approach to engagement." Industrial and Commercial Training 46, no. 7 (September 30, 2014): 357–63. http://dx.doi.org/10.1108/ict-04-2014-0025.
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Purpose – The purpose of this paper is to enhance involvement in the learning process in order that students are active co-creators in their learning, developing their capability for proactive change. Design/methodology/approach – Action inquiry (Torbert, 2004). This involves simultaneously conducting action and inquiry in a systematic way. Findings – Engagement is a “contact sport” in which complex problems can only be solved by the development of social collaboration where the authors are able to share knowledge and assumptions and co-create together. This requires that groups go through a development process. Research limitations/implications – The main limitation is the bias and social influence of the tutor/trainer in the process of developing deeper dialogue. Research needs to explore how the “leader” is able to limit their own bias whilst facilitating development through the stages of dialogue development. Practical implications – Most training and teaching assumes that the teacher/trainer has expertise to pass on. This implies that they have the answer to problems being explored. Increasingly the authors need to facilitate the collective creativity of groups to solve complex problems for which the facilitator does not have the answer. This requires a different mindset and “felt-sense”. Social implications – To solve complex problems the authors need to develop collective communication capacities, and shift from a focus on personal ego to thinking together in a spirit of learning and inquiry. Originality/value – To date there has been little reported that helps facilitators in education and training practically to develop the facilitative and design skills to create learning spaces where groups think together in a non-defensive and generative way. This paper is a step in that direction.
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Bludova, Yuliia, and Natalia Potapova. "Features of subject-subject interaction of participants of educational process by means of information and communication technologies." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 213–23. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-213-223.
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A feature of the modern competency-oriented paradigm of education is the subject-subject nature of the interaction of teachers and students. Building contact between teacher and student is identified by subject-subject relationships, where the former acts as an equal partner to the latter. Implementation of subject-subject interaction on the basis of cooperation and equal partnership, taking into account the socio-psychological characteristics of students involves improving the quality of teaching; formation of readiness of future teachers for dialogical activity; no age lock; adaptation to the communicative environment; creating conditions for students' self-realization, application of information and communication technologies in practice. Standards for the organization of the educational process introduce high requirements for the information component of training. The effectiveness of its implementation, as well as the organization of independent work of students can contribute to the use of information resources posted in open access to the Internet. A special role is played not only by the use of information technologies that allow one way or another to transfer existing knowledge, but the introduction of such technologies that provide communication between the subjects of the educational process. In order to successfully use ICT in scientific and methodological work, the teacher must be well informed about different types of information and communication technologies, be able to use them and apply them in their work. Necessary skills of the teacher are: the ability to find the necessary scientific and methodological and educational information on the Internet, to publish the results of scientific and methodological and educational work on pedagogical sites, in electronic journals, electronic conferences. It is important to be able to use all the available resources and tools provided by the Internet in teaching. Knowledge of the basics of ICT, vision of broad educational opportunities and prospects for the development of the Internet and telecommunications (e-mail, web-forums, e-conferences, etc.), use of educational sites, different approaches to building multimedia training programmes - all this allows to improve skills the work of both the teacher and the modern student, whose future will undoubtedly require the ability not only to master ICT, but also to be able to use them effectively. Modern educational process implies the use of different Internet resources, educational platforms that let working remotely and having flexible feedback with teachers at the same time. With such organization of the educational process a teacher turns into a consultant, an advisor, an assistant of a child – it makes communication of participants of educational process more democratic.
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Hossain, Amir. "Assessing the Results of Higher Secondary Level and Its Equivalence Examinations: An Empirical Study." Global Research in Higher Education 4, no. 2 (March 27, 2021): p1. http://dx.doi.org/10.22158/grhe.v4n2p1.
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This study aims to look at an assessment of the results of higher secondary level and its equivalence examinations of 2018 to unveil a 21st-century education system of Bangladesh. It aims to focus on the comparative discussion of the pass rate of different education boards. It would like to find out noticeable reasons for unsatisfactory results of HSC level learners under the ten education boards. The creative system, ICT, English, Science and Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, question paper leak, nepotism, and copying in the examination hall are responsible for unsatisfactory results. On the other hand, this paper would like to foster some important aspects for satisfactory results, including to ban question paper leak, to ban copying in the examination hall, and to ban coaching center, to train teachers, to recruit subject-wise expert teachers, to take the frequent test, to create corruption-free education, to motivate learners for creative writing, to establish English language club, to modify syllabus design and lesson plan, to provide funding opportunities and computer training program. For data collection and questionnaire survey, the researcher goes to three colleges in the Gazipur district of Bangladesh. Thirty participants, including students, teachers, and guardians are requested to take part in the test so that the real picture of the results of higher secondary level and its equivalence examinations can be exposed. Thus, it would like to show a novel dimension of Bangladesh education system.
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Tomczyk, Łukasz, Darwin Muñoz, Julio Perier, Magali Arteaga, Gabriel Barros, Mariana Porta, and Enzo Puglia. "ICT AND PRESERVICE TEACHERS. SHORT CASE STUDY ABOUT CONDITIONS OF TEACHER PREPARATION IN: DOMINICAN REPUBLIC, ECUADOR, URUGUAY AND POLAND." Knowledge International Journal 32, no. 1 (July 26, 2019): 15–24. http://dx.doi.org/10.35120/kij320115t.
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The paper aims at presenting the most important indicators teacher preparation in the context of the developing information society. The text was written as part of the SELI project. It is the international study which seeks to answer the question about the factors determining the efficient use of ICT among the pedagogy students. This theoretical study joins the debate on the curricula and local, national and global conditions related to the education of teachers of the future. The text presents data from three countries from Latin America and the Caribbean region and one from Europe.The development of Information and Communication Technologies (ICTs) is key for any society that wishes to develop and face the local and global challenges that arise every day. However, teachers play a fundamental role in ensuring that these technologies are taught and reach the entire population adequately. During this process, an important number of challenges and problems must be faced, as a result of the current context in which the Dominican Republic, as a developing country, finds itself. In the present work we make a brief description of the main challenges and defies faced by ICT teachers.In the section referring to Ecuador, a general outline of the academic education for preservice teachers is presented. The numeric data are presented about the education system and the preparation of future teachers. The legal grounds have also been described. While discussing the conditions in Ecuador, the authors focus on the technical aspects of education, like the use of e-learning technologies. They also refer briefly to the need for lifelong learning.The purpose of this paper is to provide an overview of the way the challenges of ICT are approached in preservice teacher education in Uruguay. Initially, some background information is provided about how preservice teacher education is organized for at the different levels. Secondly, the focus is on the way Information and Communication Technologies (ICT) have been included in the preservice teacher education and training curricula and the changes that this inclusion is undergoing. The overview shows a transitioning process, from a rather disperse and fragmented approach with a variety of courses, projects and programs, to a more consistent and centralized one. The article finishes with a few conclusions and ponders some Uruguay perspectives, joining an ongoing debate around unanswered questions and identified challenges.The Polish section presents several important changes associated with the reform of the education system, which affects the professional teacher preparation. The authors also present the examples of the academic curricula for Information Technologies and Media in Education courses carried out in the Pedagogical University of Cracow.Based on the short analyses, we have noticed that despite the geographical, language and cultural differences, teacher preparation in the area of ICT use shows many common features which are the global challenges. These shared elements include: legal systems preparing teachers to perform their profession, the development of digital literacy, modernisation of the academic curricula and technical infrastructure, and motivation to use ICT solutions among the preservice teachers.
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Diadori, Pierangela. "INTERAZIONI TELEMATICHE E DIDATTICA DELLA L2 NEI DOCUMENTI EUROPEI: PRIMA E DOPO IL DIGCOMPEDU (2017) E IL CEFR COMPANION VOLUME (2020)." Italiano LinguaDue 14, no. 2 (January 18, 2023): 65–93. http://dx.doi.org/10.54103/2037-3597/19571.
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L’attenzione per le tecnologie didattiche e per le competenze digitali dei docenti di lingue straniere risale alla fine del secolo scorso e si è intensificata negli anni più recenti, parallelamente allo sviluppo delle TIC, come dimostrano i documenti europei che offrono suggerimenti per la formazione dei docenti. In questo capitolo si illustra questo tema a partire dalle indicazioni che vengono fornite da QCER (1996-2001), Profile (2004), PEFIL (2007), EPG (2013), DigCompEdu (2017), IDEAL (2019-2021), QCER/VC (2020), DC4LT (2019-2021), allo scopo di individuare alcuni concetti ricorrenti e spunti innovativi. Telematic interactions and L2 teaching in European documents: before and after the DigCompEdu (2017) and the CEFR Companion Volume (2020) The interest for teaching technologies and digital competences of teachers dates back to the end of last century and has intensified in recent years, during the rapid development of ICT, as demonstrated by the European documents that offer suggestions for teacher training. In this chapter this subject is discussed considering the guidelines offered by CEFR (1996-2001), Profile (2004), EPOSTL (2007), EPG (2013), DigCompEdu (2017), IDEAL (2019-2021), CEFR/CV (2020), DC4LT (2019-2021), in order to identify redurring concepts and innovative ideas.
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Havrilova, Liudmyla, Valentyna Oriekhova, Olena Beskorsa, Olha Churikova-Kushnir, and Zoya Sofronii. "INVESTIGATING MUSIC TEACHERS’ MASTERY OF TRANSMEDIA TECHNOLOGY IN UKRAINE." Humanities & Social Sciences Reviews 8, no. 5 (September 3, 2020): 23–36. http://dx.doi.org/10.18510/hssr.2020.853.
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Purpose of the study: The objective of this study was to look into the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training, and to introduce the results of the online survey “Transmedia Technology in Art Education” that was carried out in Ukraine among both teachers’ and university students’ for investigating their mastery of transmedia technology.
Methodology: This study was based on the online survey “Transmedia Technology in Art Education”. The survey was developed on the Google Forms platform and included 20 questions, divided into three blocks. To conduct the study, 40 students of State Higher Education Institution “Donbas State Pedagogical University” (Ukraine) and Communal Institution “Pokrovsk Pedagogical College” (Ukraine) and 31 university lecturers and secondary school teachers took part in the survey.
Main Findings: The received data and their analysis show that the concept of transmedia technology and its essence is new and unknown for both students and teachers. The survey confirms that all survey participants are active ICT users who prefer searching for and sharing information on the Internet, using electronic guides and textbooks, and creating multimedia products. Fewer respondents prefer active methods of using ICT, such as an online stream, seminars, e-journals, learning materials with QR codes. It was found that the knowledge about ICT and skills to use it is the basis for mastering the transmedia technology and implementing it in music teachers’ professional training.
Applications of this study: This study can be used by secondary school administrative staff to investigate the teachers’ mastery of transmedia technology, as well as by university teachers for implementing the transmedia strategy in music teachers’ professional training that contributes to the qualitative development of their professional competence.
Novelty/Originality of this study: The novelty of the study lies in the attempt to investigate the level of music teachers’ mastery of transmedia technology and its potential opportunities for developing music teachers’ professional competence as there is no experience of using transmedia technology in the sphere of music teacher training.
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Cahyana, Yana. "PELATIHAN MEDIA ICT ”EDMODO” BAGI GURU SDIT NU TELUKJAMBE TIMUR KARAWANG." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 5, no. 1 (December 8, 2021): 462. http://dx.doi.org/10.31764/jpmb.v5i1.5572.
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ABSTRAKMedia pembelajaran berbasis online atau kelas virtual cukup populer dikalangan para guru dalam proses pembelajaran, karena mudahnya akses dan ketepatan penyampaian informasinya. Salah satu media yang digunakan dalam proses pembelajaran ialah Edmodo. Media berbasis aplikasi belajar ini diyakini menyediakan dan menyesuaikan pembelajaran secara virtual. Disamping itu, Edmodo juga hadir dengan fitur-fitur seperti: diskusi, quiz, agenda pembelajaran, pemeriksaan tugas, dan pemberian nilai pada setiap pembelajaran. Pelatihan ini bertujuan untuk mengenalkan pemanfaatan media pembelajaran Edmodo bagi guru dalam menunjang aktivitas pembelajaran di SDIT NU Telukjambe Timur Karawang. Selain itu pelatihan ini diharapkan dapat menjadi solusi dalam menanggulangi kurangnya media pembelajaran berbasis online agar proses ajar-mengajar lebih luas, cepat, dan menyenangkan. Pelaksanaan program pengabdian kepada masyarakat ini dilakukan dengan metode ceramah, tanya jawab, diskusi dan praktik penggunaan Edmodo. Hasil dari kegiatan ini adalah guru memperoleh wawasan terhadap E-Learning dengan menggunakan media Edmodo. Selain itu pelatihan media ICT “Edmodo” ini, guru merasa senang dan puas dengan adanya pelatihan ini, karena dengan adanya memanfaatkan media Edmodo sebagai media pembelajaran, mereka dapat mengemas pembelajaran menjadi lebih efektif, efisien, dan menyenangkan. Kata kunci: pelatihan; media ICT; edmodo. ABSTRACTOnline-based learning media or virtual classes are quite popular among teachers in the learning process, because of the easy access and accuracy of delivering information. One of the media used in the learning process is Edmodo. This learning application-based media is believed to provide and adapt virtual learning. In addition, Edmodo also comes with features such as: discussions, quizzes, learning agendas, examination of assignments, and giving grades for each lesson. This training aims to introduce the use of Edmodo learning media for teachers in supporting learning activities at SDIT NU Telukjambe Timur Karawang. In addition, this training is expected to be a solution in overcoming the lack of online-based learning media so that the teaching-learning process is wider, faster, and fun. The implementation of this community service program is carried out using the lecture method, question and answer, discussion and practice of using Edmodo. The result of this activity is that the teacher gains insight into E-Learning by using the Edmood media. In addition to this "Edmodo" ICT media training, teachers feel happy and satisfied with this training, because by utilizing Edmodo media as a learning medium, they can package learning to be more effective, efficient, and fun. Keywords: training; ICT media; edmodo.
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Van Zyl, J. Marinda, Christoffel Johannes Els, and A. Seugnet Blignaut. "Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness." International Review of Research in Open and Distributed Learning 14, no. 1 (January 22, 2013): 84. http://dx.doi.org/10.19173/irrodl.v14i1.1342.
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<p>A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (<em>r</em>) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.</p>
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Putri, Suci Utami, Finita Dewi, and Tia Citra Bayuni. "Training in Making Digital Comic Learning Media for Paud Teachers in West Java." Jurnal Inovasi Pengabdian Masyarakat Sains (JIMAS-Sains) 1, no. 1 (September 1, 2022): 9. http://dx.doi.org/10.33474/jimas-sains.v1i1.18203.
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The Covid-19 pandemic has created a new normal in the world of education which requires teachers to be able to create a fun learning for students even though learning is done online. To ensure that students continue to receive good learning services, teachers need to be equipped with technological knowledge that can support the implementation of online learning activities carried out during special conditions. Currently, technology has provided several services that allow teachers to create their own media and learning resources, such as digital comics that are tailored to the learning themes in kindergarten. In digital comics, teachers can create interesting learning, provide appropriate assessments for early childhood and make students actively participate in learning from home. As a form of concern for the PGPAUD study program towards technology pedagogic content knowledge where the teacher must be able to create fun online learning activities based on digital technology. The PGPAUD Study Program at the University of Indonesia Education held Community Service (PkM) activities with the title “E-Comic In-Service Training: Anticipating Digital Transformation for PAUD”. This is intended so that teachers have adequate ICT literacy in order to face the challenges of 21st century learning.
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Nunes, Andréa Karla Ferreira. "A formação de recursos humanos para trabalhar com as tecnologias da informação e comunicação na educação em Sergipe." Revista EDaPECI 13, no. 3 (December 30, 2014): 339–51. http://dx.doi.org/10.29276/redapeci.2013.13.33074.339-351.
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Na atualidade a utilização dos recursos tecnológicos é um fato estabelecido, constata-se o uso das tecnologias em ambientes de trabalho, domiciliar e educacional. Contudo compreender como se deu a formação de recursos humanos para trabalhar com as tecnologias da informação e da comunicação (TIC) na educação é algo que nos remete a trajetória de implantação de Programas e Projetos em nível nacional e local que contribuíram para formação de profissionais para trabalhar na área das TIC. Entender o movimento da formação de recursos humanos para trabalhar com as TIC nas escolas sergipanas foi fruto de pesquisa realizada no curso de Pós-graduação do doutorado em educação da Universidade Federal de Sergipe. Atentar para o fato de como aconteceu à formação dos profissionais para a implantação e difusão das TIC na educação no Estado de Sergipe, foi condição sine qua non para a construção de um perfil das ideias que pairavam no ambiente educacional e da condução que era dada na operacionalização dessas ideias. Para o acompanhamento das ações de implantação e desenvolvimento dos programas nacionais com o uso das TIC no contexto educacional, cada Estado brasileiro passou a assumir novas responsabilidades, as quais ensejaram a formação de equipes de especialistas e a criação de setores específicos na Secretaria de Estado da Educação que seriam responsáveis pela capacitação, assessoria e acompanhamento desses programas e projetos em nível local, e foi assim que Sergipe criou a DITE no ano de 1994. Como então foi desenvolvida a capacitação dos recursos humanos para atuar com as TIC em Sergipe? Para escrever essa trajetória foi utilizada documentação do acervo da DITE e produções acadêmicas que versavam sobre o trabalho com as TIC no Estado sergipano e depoimentos. Contribuindo dessa forma para o registro da formação de profissionais para trabalhar com as TIC. Palavras-chave: Formação Docente. Tecnologias da Informação e Comunicação. Divisão de Tecnologia de Ensino.At present the use of technological resources is an established fact , there is the use of technologies in the workplace , home and educational . But to understand how was the training of human resources to work with information technology and communication ( ICT ) in education is something that reminds us of the implantation of Programs and Projects in national and local level that have contributed to training professionals to working in ICT . Understand the movement of human resources training to work with ICT in schools Sergipe was the result of research conducted in the course of post -graduate doctorate in education from the Federal University of Sergipe . Pay attention to the fact that as happened to the training of professionals for the deployment and diffusion of ICT in education in the state of Sergipe , was a sine qua non for building a profile of the ideas floated in the educational environment and the conduct that was given in operationalization of these ideas . In monitoring the actions of deployment and development of national programs with the use of ICT in educational settings, each Brazilian state has assumed new responsibilities, which gave rise to the formation of teams of specialists and the creation of specific sectors in the State Department of Education that would be responsible for training , advice and monitoring of programs and projects at the local level , and that's how Sergipe DITE created in 1994 . How then was developed the training of human resources to work with ICT in Sergipe ? To write this trajectory was used documentation of the collection of DITE and academic productions that focused on working with ICT in SergipeState and testimonials . Thereby contributing to the record of training professionals to work with ICT . Keywords: Teacher Training - Information and Communication Technologies - Division of Technology Education .
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Valente, José Armando, and Maria Elizabeth Bianconcini de Almeida. "Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas." education policy analysis archives 28 (June 22, 2020): 94. http://dx.doi.org/10.14507/epaa.28.4295.
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Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.
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M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul, and Eko Sediyono. "Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries." Journal of Information Technology Education: Research 19 (2020): 571–614. http://dx.doi.org/10.28945/4625.
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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
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Shevchenko, Liudmyla. "TRAINING FOR THE INNOVATIVE TEACHING AS A DETERMINANT OF THE PROFESSIONAL MOBILITY OF THE FUTURE TECHNOLOGY TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 305. http://dx.doi.org/10.17770/sie2020vol2.4891.
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The article deals with the professional mobility and readiness for the innovative teaching of future technology teachers as interdependent components. The purpose of the article is to study the organizational and methodological aspects of forming the professional mobility of future technology teachers in the context of preparation for innovation activities at Ukrainian Teacher Training Universities. Using the complex of theoretical and empirical research methods, the main organizational and methodical aspects of training were determined: the construction of the individual trajectory of study based on selected disciplines; the acquisition of new branches of activity; the forming of the complete conception of technological education and future innovative teaching; the introduction of innovative technologies (interactive discussions, motivational trainings, group forms of work, a problem-solving training, design and research activities, mixed learning, etc.); implementation of Information and communications technology (ICT), distance, Smart and hybrid education systems (e-learning resources, electronic educational and methodical complexes, Web services, individual and group projects based on Web quests and Blog quests); the monitoring of the readiness level for professional mobility; the strengthening of the consultative and coordinating function of teachers. The implementation of certain aspects expands the possibilities of optimizing the educational process not only at the level of formation of the readiness for professional mobility, but also at the level of the entire system of training future technology teachers to innovative teaching. It requires: creating conditions for continuous learning; the orientation of the final stages of pedagogical education to the formation of students’ academic mobility; the rapid expansion of vertical and horizontal professional mobility ranges; the forming of future technology teachers’ readiness and the ability to change the specialization, the place of work and even the profession, if necessary, or to master several specialties or training profiles at the same time.
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Santos, Débora Regina Oliveira, Antonio Amorim, and Alfredo Eurico Da Matta. "EXPERIÊNCIAS DE FORMAÇÃO DOCENTE EM EJA POR MEIO DO USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO." Cadernos de Pesquisa 24, no. 3 (December 21, 2017): 127. http://dx.doi.org/10.18764/2178-2229.v24n3p127-140.
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Este artigo investiga a percepção de que as Tecnologias da Informação e da Comunicação trazem uma contribuição para o fazer pedagógico no contexto de Educação de Jovens e Adultos. Queremos saber em que medida o uso das TIC favorece ou não a prática docente da EJA, na rede de ensino do município de Gandu-BA. O objetivo central pretende analisar como as TIC contribuem ou não na formação docente na prática pedagógica da EJA na rede de ensino de Gandu. Pretendemos identificar quais TIC fazem parte da prática pedagógica docente em sala de aula da EJA e elencar as dificuldades encontradas no trabalho do professor da EJA para incorporar as TIC na sua prática pedagógica. A metodologia teve uma abordagem qualitativa, adotando a pesquisa participante enquanto processo procedimental e o questionário para a coleta de informações. Os resultados apontam que o estudo possibilita um suporte teórico necessário ao docente que deseja fortalecer a sua prática educativa em sala de aula. Acreditamos que o uso da tecnologia em sala de aula só terá sentido se ela for utilizada como mediação pedagógica, melhorando o aprendizado dos alunos. Palavras-chave: Formação docente. Tecnologias da informação e comunicação. Prática pedagógica. EJA.EXPERIENCES OF TEACHER TRAINING IN ADULT AND YOUTH EDUCATION, THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Abstract: This article investigate the perception that the Information and Communication Technologies (ICT) bring a contribution to the pedagogical doing in the context of Youth and Adult Education (YAE). The general objective was to analyze how ICT contribute or not to the teacher training in the pedagogical practice of the EJA in the educational network of the municipality of Gandu. The specific objectives are: to identify which ICT is part of the pedagogical teaching practice in the classroom of the YAE; tô highlight the difficulties encountered in the YAE teacher's praxis in order to incorporate ICT in their pedagogical practice. The problem: to what extent does the use of ICT favor the pedagogical teaching practice of YAE in the teaching network in the municipality of Gandu, Bahia? The methodology had a qualitative approach, adopting the field research regarding the procedural processes and questionnaire for the information collection. The results indicate that the study on technology and pedagogical practice when encouraged in the actions of continuing education of teachers of the YAE. We conclude that the use of technology in the classroom will only make sense if it is used as pedagogical mediation, improving learning.Keywords: Teacher education. Information and communication technologies. Pedagogical practice. EJA.EXPERIENCIAS DE FORMACIÓN DEL PROFESORADO EN EDUCACIÓN DE ADULTOS Y JÓVENES, MEDIANTE EL USO DE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN Resumen: Este trabajo investiga la percepción de que las tecnologías de información y comunicación traen una contribución que hacer en el contexto de la enseñanza de adultos y Educación de la juventud. Queremos saber en qué medida el uso de las TIC promueve o no la práctica de la enseñanza de la educación de adultos y jóvenes, la red de educación del municipio de Gandu-Ba. El objetivo central analiza cómo las TIC que contribuyen o no en la formación docente en práctica pedagógica de adultos y Educación de la juventud en la enseñanza de Gandu. Tenemos la intención de identificar que las TIC son parte de la práctica pedagógica en la enseñanza en el aula de Educación de adultos y jóvenes; lista de las dificultades encontradas en el maestro de la Praxis de la EJA para incorporar las TIC en su práctica pedagógica. La metodología fue un enfoque cualitativo, la adopción del investigación participante con respecto a los procesos procesales y cuestionario para la recolección de información. Los resultados muestran que el estudio permite un sustento teórico necesario para el profesor, que desea fortalecer su práctica educativa en el aula. El uso de la tecnología en el aula sólo tendrá sentido si se utiliza como mediación pedagógica, aprendizaje de los estudiantes mejora. Palabras clave: Formación docente. Tecnologías de la información y comunicación. Práctica pedagógica. Educación de adultos y jóvenes.
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Widyastono, Herry. "PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013." Jurnal Kwangsan 3, no. 2 (December 16, 2015): 77. http://dx.doi.org/10.31800/jkwangsan-jtp.v3n2.p77--90.
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The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.
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Widyastono, Herry. "PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013." Jurnal Kwangsan 3, no. 2 (December 16, 2015): 77. http://dx.doi.org/10.31800/jtp.kw.v3n2.p77--90.
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The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.
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Widyastono, Herry. "PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013." Jurnal Kwangsan 3, no. 2 (December 16, 2015): 77. http://dx.doi.org/10.31800/jtpk.v3n2.p77--90.
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The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.
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Widyastono, Herry. "PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013." Jurnal Kwangsan 3, no. 2 (December 16, 2015): 77. http://dx.doi.org/10.31800/jurnalkwangsan.v3i2.26.
Full textAbstract:
The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.
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Trotsko, Anna V., and Yuliia M. Korotkova. "ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ МОВ: ДОСВІД УКРАЇНИ ТА ГРЕЦІЇ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 166. http://dx.doi.org/10.33407/itlt.v68i6.2340.
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The article is devoted to the coverage of theoretical and practical experience of using ICT in the process of teaching foreign languages in universities of Ukraine and Greece. Educational electronic foreign language resources (information and reference materials, e-books, films on DVD, libraries of electronic visual aids and databases, methodical materials on electronic media, Internet resources, combined electronic teaching aids, educational and methodical software to support lectures) are classified. The authors singled out the most recent forms of teaching (distance learning, on-line learning with the interactive elements), types of educational activities (work with audio, video, making presentations, work with computer training programs, electronic communication) and teaching aids (audio recordings, video films, multimedia presentations, computer programs, e-books, textbooks, reference books, encyclopedias, dictionaries, Internet resources, e-mail, Skype, virtual learning environments, blogs, forums), based on ICTs that are actively engaged in teaching in the native and Greek higher educational institutions. The emphasis is focused on the advantages of distance learning technologies in the process of learning foreign languages (constant access to information, significantly lower cost of training course, the possibility of consulting with a teacher at the convenient time, increasing the role and enlarging the proportion of student’s self-work, etc.), on the features of work on Moodle platform. Particular attention is paid to the characteristics of the activity of the Greek Open University with a distance learning form, in particular to the description of the master's program for the teachers of English "Didactics of English as a Foreign / International Language". The perspectives of using pedagogically valuable experience of Greece in the use of ICT in national higher education of foreign languages have been outlined.
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Morze, Nataliia V., and Oksana P. Buinytska. "ПІДВИЩЕННЯ РІВНЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ – КЛЮЧОВА ВИМОГА ЯКОСТІ ОСВІТНЬОГО ПРОЦЕСУ." Information Technologies and Learning Tools 59, no. 3 (June 30, 2017): 189. http://dx.doi.org/10.33407/itlt.v59i3.1667.
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In the article it was analyzed one of the basic conditions of providing the quality of higher education according to the system of internal quality assurance standards ESG (European quality assurance standards and guidelines) to increase the ICT competence of scientific-pedagogical staff of the University. It was described the modular system of training for scientific and pedagogical staff of the Borys Grinchenko Kyiv University. Special attention is paid to the description of the system of raising the level of formation the ICT competence as one of the key competences of the modern teacher. The system of professional development, which is based on creating mixed studying and technology of "flipped classroom", formative assessment, innovative educational and ICT technologies according to the specially designed informative module "Informational and communication technologies", which allows scientific-pedagogical staff to use modern ICT and educational technologies effectively for their further applying in the provision of educational services and the development of quality of open educational content and open educational e-environment available to the student at any convenient time, which will significantly improve the quality of the educational process.
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Vargas, Rosana Souza de, and Fabiana Diniz Kurtz. "TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO: um estudo de caso com futuros professores de línguas." Cadernos de Pesquisa 27, no. 3 (December 28, 2020): 249. http://dx.doi.org/10.18764/2178-2229.v28n3p249-278.
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O objetivo do presente trabalho é investigar e analisar os discursos estabelecidos de futuros professores de um curso de licenciatura em Letras - Português e Inglês, de uma universidade comunitária, componente do COMUNG-RS, localizada no Rio Grande do Sul, buscando entender como ocorre a formação dos futuros docentes em língua inglesa e os processos de ensino-aprendizagem que a envolvem, com ênfase para a articulação pedagógica com as tecnologias de informação e comunicação (TIC) de modo integrado. É um estudo de caso, enquanto método de cunho qualitativo, empregando a análise textual discursiva como método de análise de dados. Dessa forma, como resultado, os discursos revelam que a formação dos futuros professores envolvidos engloba a discussão acerca das TIC, mas não de forma satisfatória, revelando em suas práticas, que os futuros profissionais tendem a uma perspectiva técnica de ensino sobre as TIC. O meio pelo qual tal viés possa ser abandonado, é que a formação de professores considere um ensino transversal a partir das TIC, não apenas em disciplinas isoladas e ainda que seja realizado por meio de todos os profissionais envolvidos.Palavras-chave: Formação de professores. Ensino de língua inglesa como língua estrangeira. Tecnologias de informação e comunicação (TIC). Análise textual discursiva (ATD).INFORMATION AND COMMUNICATION TECHNOLOGIES: case study with future language teachers Abstract The aim of this paper is to investigate and analyze the established discourses of future teachers of a degree course in Letters - Portuguese and English, from a community university, component of COMUNG-RS, located in Rio Grande do Sul, seeking to understand how occours the formation of future teachers in English language and the teaching-learning processes that involve it, with emphasis on the pedagogical articulation with information and communication technologies (ICT) in an integrated way. It is a case study, as a qualitative method, using discursive textual analysis as a data analysis method. Thus, as a result, the speeches reveal that the formation of the future teachers involved encompasses the discussion about ICT, but not satisfactorily, revealing in their practices that future professionals tend to a technical perspective of teaching about ICT. The means by which such bias can be abandoned is for teacher education to consider cross-sectional education based on ICT, not only in isolated subjects and even though it is carried out by all the professionals involved.Keywords: Teacher training. Teaching English as a foreign language. Information and communication technologies (ICT). Discursive textual analysis (DTA). TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN: un estudio de caso con futuros profesores de idiomasResumenEl objetivo de este trabajo es investigar y analizar los discursos de futuros profesores de un curso de grado en Letras - Portugués e Inglés, de una universidad comunitaria, componente de COMUNG-RS, ubicado en Rio Grande do Sul, buscando entender cómo formación de futuros docentes en lengua inglesa y los procesos de enseñanza-aprendizaje que lo involucran, con énfasis en la articulación pedagógica con las tecnologías de la información y la comunicación (TIC) de manera integrada. Es un estudio de caso, como método cualitativo, que utiliza el análisis textual discursivo como método de análisis de datos. Por lo tanto, como resultado, los discursos revelan que la formación de los futuros maestros involucrados abarca la discusión sobre las TIC, pero no de manera satisfactoria, revelando en sus prácticas que los futuros profesionales tienden a una perspectiva técnica de la enseñanza sobre las TIC. El medio por el cual se puede abandonar este sesgo es que la formación del profesorado considere la educación transversal basada en las TIC, no solo en asignaturas aisladas y aunque sea realizada por todos los profesionales involucrados.Palabras clave: Formación de profesores. Enseñanza de inglés como lengua extranjera. Tecnologías de la información y la comunicación (TIC). Análisis textual discursivo (ATD).
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Vyshnevetska, Maryna. "DEVELOPMENT OF AESTHETIC CULTURE OF A FUTURE MUSIC TEACHER WITH THE USE OF DIGITAL TECHNOLOGIES." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 167–71. http://dx.doi.org/10.36550/2415-7988-2021-1-195-167-171.
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The paper considers one of the relevant issues of introducing and using digital technologies by a future music teacher. It is proven that the realm of aesthetic culture of a future music teacher requires the introduction of innovative forms of education and their active application. It is substantiated that digital technologies are a means of professional development of future music teachers in the process of professional training and become an integral part of society at all levels and centers, and digital competence is recognized as one of the priorities in educational activities. The paper emphasizes that modern education is the mastery of electronic, multimedia textbooks and guides, e-courses, interactive complexes, therefore learning with the use of digital technologies is not a novelty but a requirement of the time. The structural components of aesthetic culture such as aesthetic consciousness, aesthetic activity, aesthetic self-organization are analyzed and singled out, and the author believes that such components are designed to implement strategic ideas in the field of education and culture into public life, to develop values, to apply and use modern technologies in professional activities, and this requires active skills in using ICT, as well as information, music and technological competencies, critical thinking, behavioral strategies, response to changing needs and interests of society. In this paper, the author considers digital, music and computer technologies as a means of professional development of a future music teacher in the process of professional training, because the use of such technologies increases motivation for professional activity and develops positive beliefs in selected music disciplines and areas of music research. The paper studies the SAMR approach that allows assessing the level of digital technologies use in educational institutions for teaching and learning. A review of current trends in digital technologies organization and application has identified their most common forms in the training of future music teachers and proven the effectiveness of their use, which affects the development of pedagogical mastery of music teachers.
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Demirtaş, Burak, and Filiz Mumcu. "Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 60–82. http://dx.doi.org/10.2478/atd-2021-0013.
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Abstract Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK competencies in terms of a range of variables. For this purpose, the following question was asked: “Is there any significant difference in the ICT integration competencies of PSTs according to a range of variables?” Methods: This study is based on causal-comparative research. The research was conducted in the autumn term of the 2019-2020 academic year. A convenience sampling method was used. In this regard, 413 PSTs, who are students of faculties of education at ten state universities located in different cities in Turkey, participated voluntarily in the study. The “Pre-service Teachers’ ICT Competencies Scale” developed by Tondeur et al. (2017) and the “TPACK-Deep Scale” developed by Kabakçı Yurdakul et al. (2012) were used to collect the data in the study. In addition to the scales, seven questions were asked about gender, grade, department, GPA, ICT course grade, owning a computer for educational purposes, and one’s perceived ability to use technology. Two methods have been adopted to collect data. The first was to collect the printed forms that were completed in pen by the PSTs, and the second was to prepare the electronic form and deliver it to the PSTs via e-mail and social media applications and then collect the data. To analyse the data, descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used. Results: ICT and TPACK competencies of PSTs differ according to grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology, but do not differ by gender. There is no significant difference in ICT and TPACK competencies according to the gender of PSTs. There is a significant difference in ICT and TPACK competencies according to the grade of PSTs and this difference is in favour of fourth grades. There is a significant difference in terms of ICT competencies and TPACK competencies according to computer ownership for educational purposes. This difference is in favour of PSTs who have their own computers. According to the perceived ability to use the technology of PSTs, there is a significant difference in ICT competencies and TPACK competencies. This difference is in favour of PSTs who think they can use technology at the advanced or expert level. Discussion: In the face of constantly developing and changing technology, an important consideration is the competencies teachers and PSTs should have for ICT integration. Factors contributing to the explanation of the ICT integration process such as skills and competencies, pedagogical beliefs and self-efficacy, professional development and teacher experiences, ICT infrastructure, and access and tools are seen to have a positive effect on ICT use (Kaya & Usluel, 2011). It has been suggested that competence and pedagogical knowledge regarding ICT integration as perceived by teachers are important when starting to integrate ICT into teaching practices (Aslan & Zu, 2015). In this study, it was found that there is a difference in ICT integration competencies of PSTs in favour of those who have their own computers and those who think they can use technology at the advanced or expert level. As the PSTs experience an increase in their perceived level of skill in their use of technology, their ICT integration competencies increase. This study also shows that PSTs’ computer ownership has an impact on their education and improves their technological skills, making a difference in terms of ICT integration competencies. Limitations: This study was limited to PSTs who studied at the faculty of education at state universities in Turkey. In addition, two scales related to ICT integration and one demographic questionnaire were used. Also, the convenience sampling method was used and the sampling was confined to 413 PSTs. Conclusions: There is a need for educational processes that emphasise technology’s educational value and enable teachers to improve themselves pedagogically and plan more effective teaching-learning processes using this pedagogical knowledge. To meet the needs of the learners of this century, teachers must first be equipped with the necessary knowledge and skills in their educational processes (Yıldırım, 2000; Zhou et al., 2010). PSTs should experience this process in their teaching-learning process, and should receive training in the integration of ICT in the teaching-learning process (Çubukçu et al., 2017). Research shows that the learning experiences of PSTs in this sense and the integration of ICT with their subject areas are closely related to understanding the educational value of ICT (Mumcu & Usluel, 2015). Academics, who take a role in teacher education, should use technology effectively in their lessons, and PSTs should experience the educational uses of technology through their education (Başal, 2015). In this sense, academics who take part in teacher education have important duties.
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Chiappe, Andres, Nubia Amado, and Leonardo Leguizamón. "Educommunication in digital environments: an interaction´s perspective inside and beyond the classroom." Innoeduca. International Journal of Technology and Educational Innovation 6, no. 1 (June 1, 2020): 34–41. http://dx.doi.org/10.24310/innoeduca.2020.v6i1.4959.
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In a highly interconnected and technology-mediated world, the way in which education is recognized as a communicative phenomenon is highly relevant to understand its development and future possibilities. In this text, educommunication is analyzed from the point of view of interactions that occur in different digital learning environments, especially in ICT-enhanced classrooms, blended learning, e-learning, mobile learning and Massive Open Online Courses (MOOC). This analysis was conducted from a systematic literature review of 240 papers that describe research generated on these topics, during the last 20 years.The results show that beyond the importance of interaction for the development of educational practices, different digital environments involve different ways of conceiving and deploying interaction processes, inside and outside the classroom.This implies the imperative need to adjust the current processes of teacher training in such a way that teachers can understand these differences and recognize both their theoretical and practical implication.
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Kirui, Nathan Kipkoech, Viviline Ng’eno, and Benedicta Aiyobei Tabot. "eacher’s Professional Knowledge and Students’ Academic Performance: Evidence of TPAD Implementation in Secondary Schools in Kenya." East African Journal of Education Studies 5, no. 4 (December 17, 2022): 153–68. http://dx.doi.org/10.37284/eajes.5.4.1012.
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Teacher performance appraisal and development play a crucial part in enhancing staff performance, reward, motivation, and training. A thorough inspection of most public secondary schools in Transmara East Sub-County disclosed a decline in Kenya Certificate of Secondary Education schools’ average performance from 2018 to 2022. It is not evident whether Teacher performance appraisal and development (TPAD) implementation has an influence on the performance of learners’ academic achievement. The investigation was steered by Goal Setting theory of motivation. The study adopted a descriptive survey research design. A target population of 277 respondents consisted of 1 Teacher Service Commission (TSC) Sub-County director, 34 principals, and 242 TSC teachers from 34 public secondary school teachers in Transmara East Sub-County. The project adopted a stratified random sampling technique on 164 respondents comprising 1 TSC sub-county director, 20 principals, and 143 teachers employed by TSC. Questionnaires were utilised in acquiring data from teachers while the interview schedule was given to the TSC Sub-County director and principals. The checklist was used to collect target and end-term mean scores. Data collected was examined using both quantitative and qualitative approaches. Quantitative facts were evaluated by descriptive statistics, frequency, mean and standard deviation as well as a correlation for inferential statistics. The quantitative facts were illustrated using charts and tables. Qualitative data was analysed thematically, which was triangulated with quantitative data. Findings reveal that teachers in their professional knowledge, showed mastery of subject content, used appropriate teaching styles, developed required documentation and learning assessment, and utilised learning and teaching resources sufficiently. Hence, professional knowledge has a significant positive influence on the academic performance of students (P<0.05). The study concludes that professional knowledge has a significant positive influence on students’ academic performance in public secondary schools in Transmara East Sub-County, Kenya. The study recommended that the government should improve training, assessment, and e-resource for ICT integration in the learning and teaching of students.