scholarly journals Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces

2021 ◽  
pp. 1-17
Author(s):  
Ann-Britt Enochsson ◽  
Nina Kilbrink ◽  
Annelie Andersén ◽  
Annica Ådefors
Keyword(s):  
Digital Technology ◽  
Vocational Teachers

scholarly journals Integration of ICT Skill Among Vocational School Teachers: A case in West Java, Indonesia

2020 ◽  
Vol 9 (5) ◽  
pp. 251-260
Keyword(s):  
Teacher Certification ◽  
Learning Process ◽  
Digital Technology ◽  
Demographic Factors ◽  
Vocational Teachers ◽  
West Java ◽  
Ict Skills ◽  
Significant Difference ◽  
Years Of Service ◽  
Academic Qualifications

vocational education, particularly vocational teachers. The demands of vocational teachers in the digital era to be expected to be able to develop learning skills by using concepts, ideas, and thoughts in solving problems through digital technology, so that teachers are able to integrate digital technology in the learning process. This study aims to analyze the level of ICT skills of vocational teachers in West Java. The data of this study were collected using quantitative methods, questionnaires were given to 185 vocational teachers who taught subjects in both public and private vocational schools. Questionnaire items related to the knowledge of teacher ICT skills is based on demographic factors. Data analysis used SPSS V. 23 using independent T-Test and one way ANOVA. The findings of ICT abilities based on demographic factors (age, gender, years of service, academic qualifications and teacher certification) are valued at P>.05. This means that all ICT skills of teachers based on their demographic factors do not have a significant difference. However with further analysis, the average ICT ability of vocational teachers diverse based on age, gender, years of service, academic qualifications and teacher certification. Another finding is that the ability of ICTs to use Microsoft Power point is still weak compared to the ability to use computers, Microsoft Word, Excel and the internet. So training is required to improve the ability of ICT vocational teachers in an effort to integrate ICT in the learning process in the classroom

PERAN SOFTWARE AKUNTANSI DALAM MEMBANTU GURU-GURU AKUNTANSI MENGHADAPI ERA INDUSTRI 4.0

2020 ◽  
Vol 1 (1) ◽  
pp. 210-214
Author(s):  
Haryo Suparmun ◽  
Astrid Rudyanto ◽  
Paulina Sutrisno
Keyword(s):  
High School ◽  
Prior Knowledge ◽  
Community Service ◽  
Digital Technology ◽  
Industry 4.0 ◽  
Vocational Students ◽  
Vocational Teachers ◽  
Teachers And Students ◽  
Trained Teachers ◽  
Accounting Software

Industry 4.0 which based on digital technology, internet and automation (robotics) had changed theway work in various fields of business. One of the changes was forcing accountants to be able touse technology to help their work. To equip students to become accountants who could usetechnology, accounting teachers must have prior knowledge about technology. The technology thatmust be mastered by accounting teachers and students was accounting software. The Center forResearch and Community Service (P3M) STIE Trisakti in collaboration with PT Ultima TeknoSolusindo provided training on the use of Accurate accounting software to high school andvocational school accounting teachers in Jakarta. STIE Trisakti selected Accurate accountingsoftware because Accurate accounting software was the most widely used accounting software bycompanies. The problem faced by accounting teachers in Jakarta was the lack of knowledgeregarding the use of accounting software. The aim of community service was to provide accountingteachers with knowledge about using Accurate accounting software so that teachers can teachAccurate accounting software to students. The methods were lectures, case studies, simulations,and evaluations. The output was the trained teachers could do accounting cycle using Accurateaccounting software. The target outcomes to be achieved were the increased knowledge aboutAccurate accounting software so teachers could use Accurate accounting software to teachaccounting and students could use Accurate accounting software. With this training, P3M STIETrisakti hoped that vocational teachers could help vocational students become ready-to-use andskilled workers in the industrial era 4.0.

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

Use of Advanced Digital Technology to Enhance Subtotal Schwannoma Resection

2020 ◽  
Author(s):  
Holly E. Oemke ◽  
Leslie Schlachter ◽  
Joshua Bederson
Keyword(s):  
Digital Technology

A Study on the Method of Restoring Pottery Using 3D Digital Technology

2018 ◽  
Vol 40 (2) ◽  
pp. 595-614
Author(s):  
Seung Jun Oh ◽  
Koang Chul Wi
Keyword(s):  
Digital Technology

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

Sign in / Sign up

Export Citation Format

Share Document