Relevant bibliographies by topics / Teachers and distance education

Academic literature on the topic 'Teachers and distance education'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Teachers and distance education"

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Chua, Von Christopher Gulpric. "Going the distance: a lesson study on deriving the distance formula." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 149–59. http://dx.doi.org/10.1108/ijlls-08-2018-0052.

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Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.
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Barter, Barbara G. "Rural Schools and Distance Education." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.

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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses teacher experiences with distance education and the use of the technology required for the delivery of such programs. Teachers urged that distance education must hold a dominant place of importance in the delivery of a well-rounded education to children in rural areas but that such a focus also requires a variety of supports to schools.
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Kostović-Vranješ, Vesna, Mila Bulić, and Viktorija Periša. "Attitudes of teacher education students and class teachers to distance education." Školski vjesnik 70, no. 2 (2021): 135–58. http://dx.doi.org/10.38003/sv.70.2.6.

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The educational system of the Republic of Croatia saw the transition from classroom to distance education starting on March 13, 2020 due to the pandemic of the new, infectious coronavirus COVID-19. The pandemic caused a sudden transition to distance education and a number of difficulties in the implementation of online education, therefore a study was conducted to determine the attitudes of students, who are future class teachers, and practitioner-teachers to distance education in which they participated. The results of the research show significant differences in the perception of the transition from classroom to distance education, revealing it was more difficult for practitioner-teachers to organize and implement online education. The research determined attitudes to distance education and attitudes to television-based education. The obtained research results can be used to improve distance education, which will be carried out as needed, alternating with classroom teaching.
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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Rapport in distance education." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 167. http://dx.doi.org/10.19173/irrodl.v13i1.1057.

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<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>
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Babb, Valorie, Ron Howard, and Ian McGrath. "Distance Education for Language Teachers." Modern Language Journal 80, no. 3 (1996): 401. http://dx.doi.org/10.2307/329450.

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Arif, Muhammad Irfan, Syeda Samina Tahira, and Maria Sohaib Qureshi. "Transforming Distance Education for Teachers’ Continuous Professional Development." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (February 13, 2022): 102–9. http://dx.doi.org/10.52131/pjhss.2022.1001.0178.

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This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.
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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat, and Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.

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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems. Keywords: distance education, advantages of distance education, disadvantages of distance education, foreign language teacher candidates, foreign language teachers, teacher opinions
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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.

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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.

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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment. Keywords: Distance education, teacher opinions, primary school teachers;
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Prokhorova, Maria P. "Flipped Learning for Preservice Teachers in Distance Education: First Results." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 10, 2021): 799–811. http://dx.doi.org/10.47059/revistageintec.v11i4.2147.

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Dissertations / Theses on the topic "Teachers and distance education"

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Akoto, Philip Victor. "Distance education for teacher education in Ghana : an investigation into untrained teachers' experiences." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54156/.

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Ghana, like many developing countries, has fewer trained, qualified teachers than the number the country needs to realise the Education For All goals of quality education by 2015. The failure of Ghana's teacher education sector to turn out sufficient numbers of qualified trained teachers is as a result of numerous factors including existing Colleges of Education (CoEs) not having enough facilities to train the high number of untrained teachers (UTs) through the traditional campus-based model and difficulty of access to teacher education places. In response to these limitations, the Teacher Education Division, with the support of the CoEs, adopted an alternative pathway for initial teacher preparation known as Untrained Teachers' Diploma in Basic Education (UTDBE) in the latter part of 2004. This model of initial teacher preparation differs from the traditional campus-based model as the training is largely non-residential with limited provision of face-to-face meetings. After four years of implementation, key stakeholders, notably the top hierarchy of Ghana Education Service and the Ministry of Education, were calling for the extension of the programme by way of admitting another cohort of students. However, it was clear from my perspective as a senior professional involved in Teacher Education and with seven years of professional knowledge and experience in Distance Teacher Education that there was a lack of in-depth, theoretically-informed research into the programme, particularly with respect to the views of UTs themselves. The study was therefore designed using an in-depth case study approach to discover the views of UT participants on how the UTDBE had influenced their professional development and the quality of their teaching and learning, with a particular interest in the view of six UTs who were the direct beneficiaries of the programme. The research methods adopted were predominantly qualitative, and included observations and analysis of documents, a series of interviews with selected UTs, including focus groups and one-on-one interviews in which UTs reflected on videos they had taken of their practice. The findings suggest the potential of the UTDBE as a source for teachers (especially, those in underserved communities and locations) to learn, develop, update their skills and knowledge and improve instructional practices consistent with learner-centred approaches and professional practices. In addition, the opportunity that the UTDBE offers UTs to teach as classroom teachers while completing their professional programmes seems to have given them the chance to at least integrate and relate theoretical knowledge and experiences from CoEs to the practical realities in the classrooms and schools. However, the data indicated a number of challenges facing the UTDBE programme which undoubtedly affected the extent to which it promoted professional and personal development and learner-centred practices. These included (i) inability of the programme to take advantage of professional learning experiences that might be possible ICTs were introduced (ii) weak district, school and college collaboration (iii) the difficulties and complexities in managing relations between UTs and mentors (iv) tutoring during residential face-to-face meeting devoted to large group lectures (v) the over-loaded nature of course content and the difficulty and loaded nature of the content of some modules (vi) inability of UTs to make maximum use of college facilities (vii) other mechanisms of professional development such as cluster meetings and lesson observation not being used to their full potential (viii) largely non-recognition of the ‘wisdom of practice' of UTs and (ix) tensions in expectations between the different communities of practice of the different contexts of training and practice. The thesis therefore makes an important contribution to our knowledge about the development of alternative forms of teacher education in such contexts.
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Bergström, Peter. "Bridging the distance in teacher education : teachers' perspectives on process-based assessment." Umeå universitet, Interaktiva medier och lärande (IML), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68390.

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This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions about the students’ previous knowledge, reflections and learning. Data were collected through in-depth interviews. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship in this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.
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Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.

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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
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Sampong, Kwasi Addo. "An evaluative study of a distance teacher education program in a university in Ghana /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1543050811&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Lindberg, J. Ola, and Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme." Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.
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Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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Ganesan, Radha. "Perspectives and practices of expert teachers in technology-based distance and distributed learning environments." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Hutchinson, Wanda. "Teaching a synchronous distance education course for elementary teachers one professor's perceptions /." Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-11112003-163405.

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Gaquit, Antonette. "Teaching by distance : A qualitative investigation into upper secondary EFL teachers' perspectives on distance education in the Swedish context." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55535.

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This study aimed to investigate EFL teachers’ perspectives on distance education inthe Swedish context. The ongoing Covid-19 pandemic has fuelled the need toinvestigate teachers’ experiences in the transition from face-to-face to onlineteaching. Five EFL teachers were interviewed to collect qualitative data, which wasanalysed using thematic analysis. The findings show that the participants had bothpositive and negative experiences of distance education. Their overall experience hasshown that there have been affordances and limitations of distance education. Theaffordances of distance education, according to the participants, are that: (1) itenabled the teachers to focus more on students as individuals, (2) it made recordingthe lessons easier, which has made the participants’ work more manageable, and (3)it increased the quality of private conversations with individual students. The resultsalso showed that according to the participating teachers, social interaction with thestudents and assessment practices were negatively affected by distance education.Overall, the participants’ experience of teaching trough distance education has beenchallenging. However, integrating technology in their lessons has enabled creativeplanning.
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Lugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.

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To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experiences with and perceptions of designing and developing online courses without accompanying professional development. The iNACOL National Standards for Quality Online Courses (v2) and technological, pedagogical, content knowledge (TPACK) served as the conceptual frameworks for the study. Five teachers who developed and facilitated an online course for the consortium, without companion professional development, volunteered to be interviewed. Data were reduced using NVivo software and analyzed using a priori codes based on NACOL standards then open-coded for emerging themes. Results indicated that other than content expertise, teachers did not believe they had sufficient competencies in any of the areas identified in the iNACOL standards. Based on these results, an online professional development course for teachers was designed to provide introductory training and to model elements of quality online course design using the Moodle learning management system. Positive social change may be achieved if teachers have the knowledge and skills required to develop high-caliber, innovative, and convenient education opportunities that encourage students' course completion which leads to learning and academic success.
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Books on the topic "Teachers and distance education"

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1936-, Howard Ron, and McGrath Ian 1945-, eds. Distance education for language teachers: A UK perspective. Clevedon: Multilingual Matters, 1995.

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Regional Seminar on Distance Education (1996 Bangkok, Thailand). Distance education for primary school teachers: Papers and proceedings of the Regional Seminar on Distance Education. Manila: Asian Development Bank, 1997.

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Perraton, Hilary, ed. Distance education for teacher training. Abingdon, UK: Taylor & Francis, 1993. http://dx.doi.org/10.4324/9780203304075.

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Sayed, Yusuf. Further Diploma in Education (Educational Management) by distance education at the University of Pretoria, South Africa. Brighton: Centre for International Education, University of Sussex, 2002.

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Umar, A., and Patrick Alan Danaher. Teacher education through open and distance learning. Vancouver, B.C: Commonwealth Of Learning, 2010.

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Regional Workshop on Distance Education in Teacher Education (1988 Jakarta, Indonesia). Teacher education at a distance: Meeting the needs of the disadvantaged : final report of the Regional Workshop on Distance Education in Teacher Education. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1990.

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Bradburn, Ellen M. Distance education instruction by postsecondary faculty and staff: Fall 1998. Washington, D.C: U.S. Dept. of Education, Office of Educational Reseaarch and Improvement, 2002.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Daniel, John S. Mega-schools, technology, and teachers: Achieving education for all. New York, NY: Routledge, 2010.

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Book chapters on the topic "Teachers and distance education"

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Meletiou-Mavrotheris, Maria, and Ana Serradó. "Distance Education of Statistics Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 383–94. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_36.

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Davis, Niki, and Rema Nilakanta. "Quality @ a distance includes preservice teachers." In Quality Education @ a Distance, 145–52. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_16.

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Lavonen, Jari, and Katariina Salmela-Aro. "Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland." In Primary and Secondary Education During Covid-19, 105–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_4.

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AbstractIn this chapter, the teaching and learning in Finnish compulsory education during the COVID-19 pandemic in the spring and autumn terms of 2020 will be analyzed and discussed. First, preconditions, such as teacher and student digi-competences and digi-infrastructure for switching to distance teaching and learning, will be analyzed. Second, the organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period. Finally, teachers’, principals’ and students’ engagement and well-being during the pandemic will be analyzed based on survey data. Preconditions for organizing effective distance teaching and learning during the 2020 spring term were appropriate teacher and student digi-competences and digi-infrastructure and availability of digi-tools. During the pandemic, teachers’ digi-pedagogy and students’ digi-competences developed. Moreover, several digi-pedagogy and co-teaching innovations were created. However, at the student level, we identified decreased engagement during the pandemic, and at the teacher and principal levels, we identified not only decreased engagement but also increased stress and even burnout. Principals suffered from teachers’ stress, whereas teachers suffered from families’ inequality in coping with distance learning. All in all, the switch to distance teaching and learning was organized effectively, but the distance-learning period weakened the equality of teaching and the conditions for learning.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_6-1.

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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_6-2.

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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 93–108. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_6.

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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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Dennen, Vanessa P. "Introduction to Learners, Teachers, Media, and Technology in ODDE." In Handbook of Open, Distance and Digital Education, 1–10. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_88-1.

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AbstractThis chapter provides an overview of the 13 chapters in Section V of The Handbook of Open Distance and Digital Education (ODDE), which focus on learners, teachers, media, and technology. Through these chapters, which explore the characteristics, competencies, skills, and roles that people need in ODDE contexts and the ways that media and technology support them, it becomes clear that all four areas work together systemically in the pursuit of learning. Three themes can be cultivated from the chapters: learners and instructors share common needs in online learning settings; the field has an ethical obligation to consider how technology-mediated and technology-based learning interventions affect learners and instructors; and the ongoing presence of a tension between human tasks and technology tasks in increasingly automated learning environments.
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Dennen, Vanessa P. "Introduction to Learners, Teachers, Media, and Technology in ODDE." In Handbook of Open, Distance and Digital Education, 899–908. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_88.

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AbstractThis chapter provides an overview of the 13 chapters in Section 6 of The Handbook of Open Distance and Digital Education (ODDE), which focus on learners, teachers, media, and technology. Through these chapters, which explore the characteristics, competencies, skills, and roles that people need in ODDE contexts and the ways that media and technology support them, it becomes clear that all four areas work together systemically in the pursuit of learning. Three themes can be cultivated from the chapters: learners and instructors share common needs in online learning settings; the field has an ethical obligation to consider how technology-mediated and technology-based learning interventions affect learners and instructors; and the ongoing presence of a tension between human tasks and technology tasks in increasingly automated learning environments.
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Tobias, Jennifer M., Nicole M. Wessman-Enzinger, and Dana Olanoff. "Prospective Teachers’ Attention to Children’s Thinking About Integers, Temperature, and Distance." In Research in Mathematics Education, 213–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_9.

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Poppi, Franca, Lesley Low, and Marina Bondi. "17. PLEASE (Primary Language Teacher Education: Autonomy and Self-Evaluation)." In Distance Education and Languages, edited by Börje Holmberg, Monica Shelley, and Cynthia J. White, 295–308. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-019.

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Conference papers on the topic "Teachers and distance education"

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Ferlino, Lucia, and Giovanni Paolo Caruso. "The proximity of distance education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8775.

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The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
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Luzzatto, Efrat, Dganit Hoffenbartel, Esty Tsivion, Dafna Fono, and Meirav Tzohar-Rozen. "PERCEPTION OF DISTANCE TEACHING SIMULATIONS IN TEACHER EDUCATION AMONG SPECIAL EDUCATION PRE-SERVICE TEACHERS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2476.

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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Braun, Gina. "Distance Learning: Special Education Teachers Share Their Experiences." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688233.

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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.

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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Ngwenya, Elkana. "Factors affecting school activities of teachers in Tasmania." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606019.

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Tang, Qianjun, Yang Lei, Jitka Laitochova, and Hana Maresova. "A Bottom-Up ICT Training Approach for Teachers." In ICDEL '18: 2018 International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231848.3231867.

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Ngwenya, Elkana. "Sunday school-work times of teachers in Tasmania, Australia." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606022.

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Dvořáková, Irena. "What Covid gave and took away from physics teachers." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0078247.

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Marounová, Jana, and Petr Kácovský. "How Czech teachers use physics experiments in their lessons." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0079213.

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Reports on the topic "Teachers and distance education"

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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Yahupov, Vasyl V., Vladyslav Yu Kyva, and Vladimir I. Zaselskiy. The methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3852.

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The paper theoretically substantiates the methodology of development of information and communication competence (ICC) in teachers of the military education system applying the distance form of learning. Scientific approaches to the concepts of “methodology” have been analyzed and the author’s vision of “the methodology of development of ICC in the military education teachers” has been suggested. In particular, they determine the methodological approaches to the methodology of its development, as well as its main stages, purpose, tasks, content, methods, types of training sessions, tools and organizational forms of learning.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Холошин, Ігор Віталійович, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Катерина Олегівна Шмельцер. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3258.

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Abstract. The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and webapplications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Ekaterina O. Shmeltser. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3263.

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The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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