Principals’ technological competencies and technology integration in Moroccan public schools

2021 ◽  
pp. 1-23
Author(s):  
Nour-Eddine Laouni
Keyword(s):  
Public Schools ◽  
Technology Integration ◽  
Technological Competencies

Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Neal Shambaugh ◽  
Kimberly K. Floyd
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Technology Integration ◽  
Mobile Devices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Flexible Technology ◽  
Design For Learning ◽  
Teacher Education Faculty

Universal Design for Learning (UDL) guidelines provide recommendations for flexible technology integration in teacher education. With the advent of mobile devices, such as smartphones and tablets, how do educators in teacher education programs (teacher education faculty, preservice teachers, public school teachers) use mobile devices within a flexible curriculum that addresses the learning of diverse students? Section one of this chapter describes the legal and administrative context for accessibility, the UDL conceptual framework, technology integration in teacher education, the TPCK model for technology integration, and the use of mobile devices in teacher education. Section two provides recommendations for applying UDL principles to mobile devices in public schools.

A Professional Development School Technology Integration and Research Plan

2014 ◽  
pp. 1741-1757
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

Building Urban Pre-Service Teachers’ Pedagogical Knowledge and Skills through Digital Poetry Collaborations

2014 ◽  
pp. 37-56
Author(s):  
Jody Polleck ◽  
Jason Wirtz
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Secondary Students ◽  
Schools Of Education ◽  
School Students ◽  
Digital Poetry ◽  
Instructional Objectives ◽  
Technological Competencies ◽  
Pedagogical Knowledge And Skills ◽  
Collaborative Efforts

Educational reform theorists argue that schools of education and their neighboring public schools must enhance collaborative efforts so as to attain “simultaneous renewal” wherein elementary and secondary students and pre-service teachers are served in authentic ways that deepen all students’ learning (Goodlad, 1994). One way to accomplish this is through use of sustainable, innovative projects that connect pre-service teachers’ early learning experiences directly to public classrooms. The purpose of this chapter is to offer a model for successful collaborations between pre-service teachers and urban high school students. The authors provide an overview of the digital poetry project and subsequent analysis of the reciprocal impact this project had on both the pre-service teachers and adolescents, including increased engagement with instructional objectives, enhanced literacy and technological competencies, and fostering of intellectual transitions.

Digital Technology Integration in American Public Schools

2012 ◽  
Vol 8 (3) ◽  
pp. 36-44 ◽  
Author(s):  
Gary Schnellert ◽  
Jared Keengwe
Keyword(s):  
Public Schools ◽  
Technology Integration ◽  
School Districts ◽  
Technology Development ◽  
Appropriate Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Laptop Initiatives ◽  
Teachers And Students ◽  
Instructional Integration

This paper explores the literature review on 1:1 laptop initiatives in America’s digital schools and school district efforts to integrate technology into classroom instruction to maximize student learning. The findings indicate that the much needed instructional integration has not kept pace with the increase in available instructional technology tools. Therefore, there is need for school districts to focus on appropriate technology development activities that could help teachers and students to overcome the barriers in technology integration. Further, school leaders must make sure that the technology integration practices translate to proactive laptop implementation to enhance effective student-centered learning in the digital age.

scholarly journals Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 400-421
Author(s):  
Lita Liviani Taopan ◽  
Renol Aprico Siregar
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
English Teachers ◽  
Design Activity ◽  
Quality Teachers ◽  
Border Area ◽  
Remote Areas ◽  
Use Of Technology ◽  
Technological Competencies ◽  
Multiple Case

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

A Professional Development School Technology Integration and Research Plan

2013 ◽  
pp. 45-68 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

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