The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning

Leadership in Technology Integration

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch191 ◽

2011 ◽

pp. 1338-1339

Author(s):

Sue Burke

Keyword(s):

Technology Integration ◽

Learning Process ◽

Teaching And Learning ◽

Integration Process ◽

Bottom Up ◽

New Methods ◽

Electronic Tool ◽

Integration Of Technology ◽

The Difference

We have all heard the saying, “Follow the Leader,” but what if there is none? When humans learn a new skill or idea, the tendency is to look to others to see how they are implementing or embracing the new methods, as well as look to see what the expectation is in its adoption. The integration of technology in the learning process is no different. Leadership, or lack thereof, can make the difference between the technology becoming a formidable tool that causes a change in the teaching and learning within the classroom, or just being a very expensive writing implement, or even worse, an electronic tool that provides busy seatwork. When technology was first introduced into schools, it was basically a “bottom-up” implementation, with those teachers who expressed interest being the ones who led the way. Today, with the amount of money and effort that has been invested in the infrastructure, it cannot sustain any measure of success to reform and transform education without committed leadership providing both vision and support for that vision. I do not think it is an exaggeration to say that the success or failure of the integration process is dependent on the role of those who guide the process.

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Supervisi Akademik pada Guru Sebagai Langkah Peningkatan Mutu Madrasah

10.31219/osf.io/n867g ◽

2019 ◽

Author(s):

mu'alimin

Keyword(s):

Teacher Quality ◽

Learning Process ◽

Teaching And Learning ◽

Essential Role ◽

Routine Activity ◽

Quality Of Learning

This paper aims to examine the academic supervision of teachers as a step to improve the quality of madrasas.The teacher has an essential role in improving the quality of learning. Teacher quality will significantly affectthe quality of knowledge and the resulting output. However, teachers must have capable abilities based onpedagogical, professional, social, and personality competencies. Academic supervision is a routine activity thatmust be carried out by supervisors and madrasa heads, so the role of supervisors to supervise and foster is verymuch needed. The part of supervisors is still not maximized in conducting supervision and coaching. Thissituation has an impact on the quality of teachers in the teaching and learning process, not only that it willaffect the quality of madrasas.

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Understanding and Readiness in Facing IR 4.0 Future Skills Transformation among UPM Trainee Counsellors

Asian Social Science ◽

10.5539/ass.v17n11p69 ◽

2021 ◽

Vol 17 (11) ◽

pp. 69

Author(s):

Subash Balan ◽

Zaida Nor Zainudin ◽

Habibah Ab Jalil

Keyword(s):

Data Analytics ◽

Teaching And Learning ◽

Essential Role ◽

Industrial Revolution ◽

Educational Institutions ◽

Structured Interviews ◽

Qualitative Research Design ◽

Global Challenges ◽

Integration Of Technology

Industrial Revolution (IR) 4.0 refers to the integration of technology within a particular industry, which encompasses big data, data analytics, cloud computing, robots, artificial intelligence, as well as Internet of Things (IoT) technologies. This study aims to assess the understanding of trainee counsellors of IR4.0 future skills, and to investigate how trainee counsellors improve their overall understanding of IR4.0 and its readiness. The qualitative research design employed in this study involved semi-structured interviews. Four trainee counsellors were chosen through convenient sampling and interviewed in 15-20 minute sessions. The findings indicate that trainee counsellors have a strong grasp of IR4.0. The respondents acknowledged, however, that their comprehension of IR4.0 in connection with future counselling professions is only modest, owing to the institution’s lack of formal educational exposure. Consequently, the respondents’ readiness to face IR4.0 is dangerously low, with the majority expressing worry towards their adaptability in future career development. Finally, the study concluded that educational institutions are vital in teaching and equipping students to confront the global challenges presented by IR4.0. This study is important because it aids researchers to analyse information on the understanding, readiness, and effect of IR4.0 on future skills among trainee counsellors. Additionally, it helps educational institutions in recognising the essential role of IR4.0 adoption in teaching and learning, as well as the implementation of the necessary measures to increase the readiness for training counsellors in tackling IR4.0.

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Supervisi Akademik Pada Guru Sebagai Langkah Peningkatan Mutu Madrasah

Madrosatuna Journal of Islamic Elementary School ◽

10.21070/madrosatuna.v3i2.2697 ◽

2019 ◽

Vol 3 (2) ◽

pp. 111

Author(s):

Mu'alimin Mu'alimin ◽

Sarwan Sarwan ◽

Imron Rosady

Keyword(s):

Teacher Quality ◽

Learning Process ◽

Teaching And Learning ◽

Essential Role ◽

Routine Activity ◽

Quality Of Learning

This paper aims to examine the academic supervision of teachers as a step to improve the quality of madrasas. The teacher has an essential role in improving the quality of learning. Teacher quality will significantly affect the quality of knowledge and the resulting output. However, teachers must have capable abilities based on pedagogical, professional, social, and personality competencies. Academic supervision is a routine activity that must be carried out by supervisors and madrasa heads, so the role of supervisors to supervise and foster is very much needed. The part of supervisors is still not maximized in conducting supervision and coaching. This situation has an impact on the quality of teachers in the teaching and learning process, not only that it will affect the quality of madrasas.

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PROCESSOS COMPARTILHADOS DE FORMAÇÃO PEDAGÓGICA NO ENSINO SUPERIOR (SHARED PROCESSES OF PEDAGOGICAL FORMATION IN HIGHER EDUCATION) - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i2.313325

Olhar de Professor ◽

10.5212/olharprofr.v.11.1525 ◽

2009 ◽

Vol 11 (2) ◽

Author(s):

Elenice Maria Cammarosano Onofre

Keyword(s):

Higher Education ◽

Graduate Education ◽

Teaching And Learning ◽

Educational Institution ◽

Pedagogical Knowledge ◽

University Teaching ◽

Teaching Activity ◽

Daily Routines ◽

The University

Este artigo tem por objetivo apresentar reflexões sobre os processos de ensino e aprendizagem no ensino de graduação, tendo em vista o significado que coordenadores de curso e docentes conferem ao papel de autores e atores da atividade docente em seu cotidiano, buscando substituir formas individualistas e solitárias de trabalho por processos compartilhados, construindo vínculos, expondo-se e deixando-se conhecer, posturas essas nem sempre presentes no contexto do Ensino Superior. Pensar a universidade como instituição educativa, colocando o ensino ao lado da pesquisa e da extensão, constitui-se um desafio para a docência — considerada atividade menos nobre na academia —, uma vez que se propõe ir além do domínio restrito de uma área do conhecimento, buscando desenvolver um saber pedagógico igualmente necessário ao fazer docente. Palavras-chave: Docência universitária. Processos compartilhados de formação. Ensino de graduação. This article aims to present reflections on the processes of teaching and learning in the graduate education, focusing on the meaning that course coordinators and teachers give to the role of authors and actors of the teaching activity in their daily routines, trying to substitute individual and solitary forms of work for shared processes, building bonds, exposing themselves and letting themselves known, postures which have not always been present in the higher education context. Considering the university as an educational institution, placing education next to research and extension, consists of a challenge for the teaching activity – considered the least noble activity in the university –, once it aims to go beyond the restricted domain of an area of knowledge, searching for the development of pedagogical knowledge equally necessary to the teaching activity. Keywords: University teaching. Shared processes of formation. Graduate education.

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