Academic literature on the topic 'Teachers Effect of technological innovations on Victoria'
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Journal articles on the topic "Teachers Effect of technological innovations on Victoria"
Esendemir, Neriman, and Cemal Zehir. "The Mediating Effect of Organizational Learning and Technological Capability." International Journal of Research in Business and Social Science (2147-4478) 6, no. 4 (July 19, 2017): 48–60. http://dx.doi.org/10.20525/ijrbs.v6i4.747.
Full textSamra Mehmood, Dr. Shafqat Ali, and Dr. Tariq Mahmood. "Relationship of Effective Teaching and Teachers’ Training about Technology for Primary Students." sjesr 5, no. 4 (November 24, 2022): 5–11. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(5-11).
Full textMohammed, Rafed Kawan. "The Effect Of The Nature In Thomas Hardy, S Poetry." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1023–26. http://dx.doi.org/10.17762/pae.v58i1.850.
Full textMartin-Gomez, Sonia, and Angel Bartolome Munoz De Luna. "Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19." International Educational Research 5, no. 1 (November 21, 2022): p12. http://dx.doi.org/10.30560/ier.v5n1p12.
Full textWarmansyah, Jhoni, Elis Komalasari, Eliza Febriani, Gusmiati, and Amalina. "Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 32–51. http://dx.doi.org/10.21009/jpud.161.03.
Full textG Neufeld, Philip, and Henry D Delcore. "Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy." Journal of Information Technology Education: Research 17 (2018): 001–38. http://dx.doi.org/10.28945/3934.
Full text"Language learning." Language Teaching 40, no. 2 (March 7, 2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.
Full textDissertations / Theses on the topic "Teachers Effect of technological innovations on Victoria"
Moses, Rhonda René. "Factors related to technology implementation of K-12 principals and teachers." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5355/.
Full textWhite, Jeff. "A vital matter : adjunct faculty transitions in a computer-oriented writing program." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203651.
Full textDepartment of English
Liu, Kai-sheung Bonnie, and 廖繼嫦. "The impact of the use of information technology on teachers: a survey of IT pilot schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961381.
Full textOliveira, Cristiane Tavares Casimiro de. "Integração de tecnologias ao currículo em escola pública de uma cidade digital." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20642.
Full textMade available in DSpace on 2017-12-06T11:01:10Z (GMT). No. of bitstreams: 1 Cristiane Tavares Casimiro de Oliveira.pdf: 2982482 bytes, checksum: 03c4d25f19b583440599a44f0aaab606 (MD5) Previous issue date: 2017-11-23
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This research is part of the Graduate Studies in Education: Curriculum of PUC-SP, on the New Technology in Education line. The research aimed to answer the following question: How does the process of integrating technology into the curriculum occur in a context where: a) there is access to technological resources; b) the teachers take continuing education development for the pedagogical use of digital information and communication technologies (DICT), and c) the school allows for the implementation time prescribed in the literature to introduce technology for transformational pedagogical work? With this background, the general objective of the research consisted of understanding the DICT integration process into the curriculum of a municipal public school in a digital city and to show that such process happens in a spiral-like form. Specifically to characterize the research context; to identify the signs of technology integration into the curriculum through the reading of official documents such as teacher planning and lesson plans and the school's Political-Pedagogical Project and Action Plan; to identify, document and analyze the processes of use of technology linked to the school's activities by routine observation; to understand instances that suggest how the school understands the pedagogical use of DICT; and to offer the school teacher development focused on the use of technology aiming at analyzing the process of its pedagogical use. The theoretical framework was based on the areas of education technology, curriculum theory and the integration of technology into the curriculum. As for the methodology, the research-action resources were used to collect and generate data, such as: in loco direct observation, online questionnaire, individual and collective semi-structured interviews, and professional development for the pedagogical use of DICT. The research participants were teachers, learning mediators and school managers. Data analysis allowed to infer that the process of DICT integration into the curriculum was also a result of the teacher development process offered by the school and the process had characteristics that mirrored to the learning spiral as developed by Valente (2002). Throughout the analyses it was possible to note that the ascendent spiraling movement did not occur; instead, a horizontal spiral in scope and comprehensiveness occurred, followed by a web-shaped movement that emerges from the interaction among individuals mediated by cooperation, interaction and the interdisciplinary work at the school. This research shows that knowledge sharing promotes both teachers’ growth in the process of pedagogical appropriation of technology, and integration of technology into the curriculum
A presente pesquisa insere-se no Programa de Pós-graduação em Educação: Currículo da PUC-SP, na linha de pesquisa Novas Tecnologias em Educação. A investigação pretendeu responder à questão: Como acontece o processo de integração de tecnologias ao currículo em um contexto onde há acesso aos recursos tecnológicos, os professores passam por formação continuada para uso pedagógico das Tecnologias Digitais de Informação e Comunicação (TDIC) e a escola tem o tempo de implantação de tecnologias indicado pela bibliografia como importante para a transformação do trabalho pedagógico? Nesse sentido, o objetivo geral constituiu em compreender o processo de integração das TDIC ao currículo em uma escola pública municipal de uma cidade digital e mostrar que esse processo ocorre de forma espiralada. Especificamente, caracterizar o contexto da pesquisa; identificar indícios de integração de tecnologias ao currículo por meio da leitura dos documentos formais, como: planejamentos e planos de aulas dos professores, Projeto Político-Pedagógico (PPP) e Plano de Ações da escola; identificar, documentar e analisar os processos de uso de tecnologias vinculadas às atividades na escola por meio da observação cotidiana; compreender as manifestações que indicam como a escola entende o uso pedagógico das TDIC; oferecer, na escola, formação para uso de tecnologias, e analisar o processo de sua utilização pedagógica. O referencial teórico foi encontrado nas áreas de tecnologias na educação, teoria de currículo e integração de tecnologias ao currículo. Como metodologia, foi utilizada a pesquisa-ação, lançando mão de diversos instrumentos para levantamento e geração de dados, como: observação direta in loco; aplicação de questionário on-line; entrevistas semiestruturadas individuais e coletivas; e formação para uso pedagógico de TDIC; considerando como participantes da pesquisa professores, mediadores de aprendizagem e gestores da escola. A análise dos dados permitiu inferir que o processo de integração de TDIC ao currículo é fruto também da formação oferecida na escola e apresentou características que o aproximam do modelo teórico de espiral da aprendizagem proposto por Valente (2002). Durante as análises, foi possível notar que o movimento espiralado ascendente ocorreu, porém mais horizontal, em abrangência e amplitude, acompanhado por um movimento reticular, que emerge da interação entre os indivíduos mediados pela cooperação, interação e pelas possibilidades de trabalho interdisciplinar na escola. A presente pesquisa aponta que é no compartilhamento de conhecimentos que pode haver tanto o crescimento dos professores no processo de apropriação pedagógica de tecnologias como também a integração de tecnologias ao currículo
Stewart, Gail. "Teachers’ Concerns and Uses of iPads in the Classroom with the Concerns-based Adoption Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804876/.
Full textBaron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.
Full textBihi, Keabetswe Jenifer. "An impact assessment on in-service training programmes offered to computer application technology educators in secondary schools in the Free State province." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/265.
Full textIt is generally believed that Information Communication Technologies can extend knowledge and education to poor and marginalised people in South Africa. However, African countries still face many challenges in trying to provide appropriate and sustainable solutions for improving education and skills that will support the development of educators in all communities; this can be viewed in light of the millennium developmental goal. Thus the Department of Education put measures in place to bridge the gap in knowledge, skills and understanding of Computer Application Technology (CAT) educators through the provision of in-service training (INSET) programmes. The research study aimed at assessing the impact of in-service training programmes offered to CAT educators in Secondary Schools in the Free State province. The study made use of a survey and an evaluation research design. The target population for this study was all Further Education and Training (FET) Phase educators in all secondary schools in the Free State Province. A self-constructed questionnaire was used to collect both qualitative and quantitative data. The study revealed that the INSET programme still needs to improve on its content relevance to syllabus and it should provide educators with skills in dealing with the challenge of teaching learners with disabilities. The majority of educators were satisfied with the INSET programme as they indicated that it assisted in enhancing their skills and content knowledge; they further indicated that it gave them motivation to go into classrooms and teach. One educator quoted “I am now able to make some functions that usually gave me headaches. It greatly changed and developed the knowledge I had”. This indicates that the challenges that were experienced in classrooms were also met. It can thus be concluded that the INSET programmes did have a positive impact to the skills and challenges that educators experienced. That the study did achieve its v goal which was to assess the impact of INSET programs for CAT educators in the Motheo District, Free State province.
Rocha, Rozane de Fátima Zaionz da. "A tecnologia no processo ensino-aprendizagem na percepção dos professores das escolas de tempo integral da rede pública municipal de Curitiba." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3098.
Full textThe objective of the study was to analyze the role of Technology in the teaching and learning process according to the perception of teachers of full-time schools from the public municipal network of Curitiba. The theoretical framework of this study was based on Determinism and in Critical Theory, as well as on the implications of these theories for society; it also discusses the school and the technology, i.e., the school as a participant element of the technology producing and consuming society; the training of teachers for the use of new technologies with students and issues related to schools that offer extension of the time of permanence/day in this environment. The methodology used was the exploratory sequential mixed design consisting of two phases: a first phase with a qualitative approach and a second phase with a quantitative approach. The qualitative approach was chosen to start the study for being a timely approach to explore in more depth situations in a new context. The technique for data collection was a semi-structured individual interview (conversation recorded and then transcribed, featuring only one initial roadmap with open questions) performed with fifteen teachers from different schools located in eight regional boards in the municipality of Curitiba. From the data analysis, four categories emerged: teacher training - initial and continuing; the use of technology in the classroom; the difficulties faced by teachers in using the technology and also the implications of technology in full-time schools. In the second phase, a descriptive research of the quantitative survey type was used. The option to perform a quantitative phase was to allow the analysis in a larger scale than the qualitative approach. The sample was composed of two hundred and ten teachers, who teach classes in full-time schools, from eight regional boards of the municipality of Curitiba. The data collection instrument was a questionnaire consisting of a set of five-point scales of the Likert type to assess the different aspects of the use of technology in the context of full-time schools. The items to prepare the questionnaire emerged from the analysis of the results obtained in the first phase of the study. The instrument was validated by experts in the field and tested in a pilot study with thirty-five teachers from thirty-five different full-time schools. From this process, the final questionnaire consisted of five blocks that dealt with the initial training of teachers, appropriation of technology, teachers' confidence in the technology, school structure and the frequency of activities based on technology. The quantitative data was then submitted to descriptive statistical analysis (distribution of frequency, mean and standard deviation), non-parametric analysis (Kruskal-Wallis and Mann-Whitney), comparison of means scores, factor analysis and MANOVA - Multiple Analysis of Variance. The main results showed that the initial training of teachers has undergone historic changes in time and space. In relation to continuing training, the evidence showed that the topics addressed in courses offered by the maintainer do not articulate with the technologies topic, i.e., they are addressed separately. The data also showed that there is disagreement among teachers with respect to the use of technology in full-time schools, since there are teachers who believe that students that are enrolled in full-time programs have more access to technology, as well as display greater speaking and argumentation skills when compared to those under standard- time programs. Other teachers believe that the extension of daily hours does not imply greater access to technology and improved performance in the teaching and learning process. The different perceptions by part of teachers in regards to the teachinglearning process of students from full-time schools have also shown that the extension of time in which children remain in school does not bring relevant implications in learning.
Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
Full textENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
Thabethe, Bhekisisa Maxwell. "An exploration of the utilisation of mathematics skills by technology education pre-service teachers to enhance conceptual understanding of electronic systems." Thesis, 2012. http://hdl.handle.net/10413/9549.
Full textThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
Books on the topic "Teachers Effect of technological innovations on Victoria"
Empowering teachers with technology: Making it happen. Lanham, Md: Scarecrow Press, 2003.
Find full textAngulo, Luis Miguel Villar. Conceptual, methodological, and practical challenges on how and what people and organizations learn across time and space. Hauppauge, N.Y: Nova Science Publishers, 2011.
Find full textHarwood, Paul G. Educating the first digital generation. Westport, Conn: Praeger Publishers, 2007.
Find full textSiederer, León Trahtemberg. La educación en la era de la tecnología y el conocimiento: El caso peruano. Lima, Perú: Editorial Apoyo, 1995.
Find full textTeaching through multi-user virtual environments: Applying dynamic elements to the modern classroom. Hershey PA: Information Science Reference, 2010.
Find full textBezuglov, I. V., and L. V. Temnova. Sovremennye tekhnologii obespechenii︠a︡ kachestva obrazovanii︠a︡ v negosudarstvennom vuze: Sbornik nauchnykh trudov. Moskva: Moskovskiĭ otkrytyĭ sot︠s︡ialʹnyĭ universitet, 2001.
Find full textThe power of elearning: The essential guide for teaching in the digital age. Boston: Pearson/Allyn & Bacon, 2005.
Find full textIFIP TC3/WG3.1 & WG3.3 Working Conference on ICT and the Teacher of the Future. Information and communication technology and the teacher of the future: IFIP TC3/WG3.1 & WG3.3 Working Conference on ICT and the Teacher of the Future, January 27-31, 2003, Melbourne, Australia. Boston, MA: Kluwer Academic Publishers, 2003.
Find full textBroken promises: Reading instruction in twentieth-century America. Granby, Mass: Bergin & Garvey, 1989.
Find full textBroken promises :breading instruction in twentieth-century America. New York: Bergin & Garvey, 1989.
Find full textBook chapters on the topic "Teachers Effect of technological innovations on Victoria"
Awoyemi, Richard Oluwadolapo, and Robert Akinade Awoyemi. "Behavioral Innovations in Computer Science and Computational Thinking in P-16 Education." In Advances in Early Childhood and K-12 Education, 165–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4739-7.ch010.
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