Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students' “Navigational Skills”

2009 ◽  
pp. 108-123
Author(s):  
Thomas S. M.D. Inui ◽  
Ann H. M.A.R. Cottingham ◽  
Richard M. Ph.D. Frankel ◽  
Debra K. M.D. Litzelman ◽  
Anthony L. M.D. Suchman ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Educational Environment

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

scholarly journals Defining changes in the educational environment in the context of the introduction of information and computer technologies

2021 ◽  
pp. 150-159
Author(s):  
Г.С. Лубышева ◽  
А.А. Красильников ◽  
Г.Р. Чубанова
Keyword(s):  
Crucial Role ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Modern Society ◽  
Training And Development ◽  
Educational Environment ◽  
Science And Art ◽  
Computer Technologies ◽  
Teachers And Students ◽  
Modern Technologies

Информационно-компьютерные технологии (ИКТ) являются одним из величайших достижений человечества. Начиная с появления Нomo sapiens множество технологий разной степени сложности являются его постоянными спутниками на всем протяжении существования. Во многом благодаря именно развитию технологий, возникли такие явления как цивилизация, наука и искусство. Современные технологии также коренным образом изменяют нашу жизнь. Они влияют на различные стороны нашего бытия, и во многом определяют само это бытие. Как показывает практика, современные ИКТ играют важнейшую роль в каждой сфере жизни современного общества. Некоторые задачи обучения и развития также могут быть существенно автоматизированы благодаря современным цифровым технологиям. Следует также отметить, что многие сложные и критически важные процессы могут быть осуществлены менее затратно и с большей эффективностью при использовании таких технологий. Благодаря более продвинутым или прикладным ИКТ жизнь человека существенно изменилась, и, следует заметить, она изменилась к лучшему. Следует отметить также, что современные цифровые технологии привнесли поистине революционные изменения и в сферу образования. Важность вопроса внедрения ИКТ в школах различного уровня сегодня уже трудно переоценить. Фактически с появлением цифровых технологий в образовании учителям стало значительно легче делиться знаниями, а ученикам их приобретать. Повсеместное использование ИКТ сделало тесно взаимосвязанные процессы преподавания и обучения значительно более интересными и позитивно окрашенными, как для преподавателей так и для обучающихся. Information and computer technologies (ICT) are one of the greatest achievements of mankind. Since the emergence of Nomo sapiens, many technologies of varying degrees of complexity have been its constant companions throughout its existence. It is largely due to the development of technology that such phenomena as civilization, science and art have emerged. Modern technologies are also fundamentally changing our lives. They affect various aspects of our being, and in many ways determine this very being. As practice shows, modern ICT play a crucial role in every sphere of modern society. Some training and development tasks can also be significantly automated thanks to modern digital technologies. It should also be noted that many complex and critical processes can be implemented less cost-effectively and with greater efficiency when using such technologies. Thanks to more advanced or applied ICTs, a person's life has changed significantly, and, it should be noted, it has changed for the better. It should also be noted that modern digital technologies have brought truly revolutionary changes to the field of education. It is difficult to overestimate the importance of implementing ICT in schools at various levels today. In fact, with the advent of digital technologies in education, it has become much easier for teachers to share knowledge and for students to acquire it. The widespread use of ICTs has made the closely interlinked processes of teaching and learning much more interesting and positive for both teachers and students.

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Cloud Computing Assessment for Students' Social Presence in Relation to Satisfaction and Perceived Learning

2018 ◽  
pp. 59-82 ◽  
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad ◽  
Sahar Hosseinikhah Choshaly
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Social Presence ◽  
Teaching And Learning ◽  
New Technology ◽  
Educational Experiences ◽  
Educational Environment ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Educational Environments

Many higher education institutions are hoping to enhance student engagement in learning environment for improving the educational experiences and outcomes. Therefore, providing expectations of learners and using new technology environments to facilitate their teaching and learning activities are prominent to make universities competitive. A solution can be cloud computing which is the newest alternative in current educational environments and has significant impact on teaching and learning. This study explores the cloud-based educational environment and discusses how universities may take advantage of cloud computing in terms of students' social presence in relation to satisfaction and perceived learning. This study conducted a survey consisting of 13 questions among students from a public university in the southern region of peninsular Malaysia. The total number of respondents is 103 students. Through this study, a basis for the investigation of cloud computing in higher education is successfully established.

A Digital Rights Management System for Educational Content Distribution

2009 ◽  
pp. 196-213
Author(s):  
Tom S. Chan
Keyword(s):  
Intellectual Property ◽  
Teaching And Learning ◽  
Content Distribution ◽  
Digital Rights Management ◽  
Educational Environment ◽  
The Internet ◽  
Educational Content ◽  
Digital Rights ◽  
Education Environment ◽  
Rights Management

While delivering content via the Internet can be efficient and economical, content owners risk losing control of their intellectual property. Any business that wishes to control access to, and use of its intellectual property, is a potential user of Digital Rights Management (DRM) technologies. Traditional DRM has a passive one-way downstream consumption of content from producer to consumer focus primarily concerns digital rights enforcement. This model does not translate well to the education environment where openness, informal decision making, sharing of ideas, and decentralization are valued. Collaboration and multiple authorships are common in the educational environment, as is the repurposing and modification of digital content used for teaching and learning. A DRM system for educational content distribution must be substantially more sophisticated and flexible than what is available right now to gain support in the educational community.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

Additional eLearning Considerations Around the Instructor's Philosophical Belief Systems

2021 ◽  
pp. 114-134
Author(s):  
Sharon K. Andrews ◽  
Lisa Lacher ◽  
Todd Dunnavant
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Educational Environment ◽  
Space And Place ◽  
Holistic Learning ◽  
Philosophical Beliefs ◽  
Time Space ◽  
The Impact

The instructor is an integral member of the educational environment through leading, facilitating, and supporting the development of a learning community. This is integrally important within an elearning environment, wherein motivational engagement is a potentially more nuanced environment due to the differentiation in time, space, and place. The instructor's philosophical belief systems highlight the potential for transformative social learning environments that directly impact the instructional design of the course, differentiating enhancements towards supporting user experience, as well as highlighting the potential for transformative impacts within learning environments as well as the holistic learning community. Advancing an enhanced understanding around the instructor's philosophical beliefs around the teaching and learning process strengthens not only the efforts of the instructor towards critical pedagogical understandings, but also the larger learning environment that includes the impact of the virtual world upon the digital connections that undergird communities of learning.

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

scholarly journals Basics of ICT in Teaching & Learning Process

2019 ◽  
Vol 3 (2) ◽  
pp. p162
Author(s):  
K. Balamurugan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Enterprise Software ◽  
Unified Communications ◽  
Educational Institute ◽  
Information And Communication ◽  
Teaching Learning

ICT—Information and Communication Technology is an extensional term for Information Technology (IT) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals) and computers, as well as necessary enterprise software, middleware, storage, and...ICT helps teacher to pass information to students within a very little time. ICT helps teacher to design educational environment. ICT helps teacher to identify creative child in educational institute. ICT helps teacher to motivate students and growing interest in learning. The paper envisages the maximum or at least optimum utility of ICT for the process of teaching and learning.

An Examination of ICT Planning Maturity in Schools

2003 ◽  
pp. 376-395
Author(s):  
Julie Mackey ◽  
Annette Mills
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Administration ◽  
Educational Environment ◽  
Stage Model ◽  
Use Of Technology ◽  
Information And Communication ◽  
Insight Into

Information and communication technology (ICT) has the potential to revolutionize teaching and learning as well as school administration, yet little is known about the maturity of ICT planning in schools and the manner in which schools plan for the acquisition and use of these technologies in the educational environment. However, as school investments in ICT increase and they become more reliant on ICT, effective planning becomes more central to schools’ ability to maximize their use of technology. This research examines ICT planning in schools and proposes a four-stage model of the evolution of ICT planning maturity in schools. The model emerges from case studies conducted in eight New Zealand primary schools and provides insight into the nature of ICT planning in schools and the factors that contribute to planning maturity.

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