A comprehensive model covering prospective teachers’ technology use: the relationships among self, teaching and learning conceptions and attitudes

2018 ◽  
Vol 27 (4) ◽  
pp. 399-416
Author(s):  
Eralp Bahçivan ◽  
Erhan Güneş ◽  
Mutlu Tahsin Üstündağ
Keyword(s):  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Comprehensive Model ◽  
Learning Conceptions

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 28-43 ◽  
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 1488-1503
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

scholarly journals Implementasi Media Pembelajaran Dalam Keterampilan Mengajar bagi Mahasiwa Dalam Mata kuliah Media Dan Teknologi Pembelajaran Di Masa Pandemic Covid-19

2021 ◽  
Vol 5 (2) ◽  
pp. 209-220
Author(s):  
Rudi Muhamad Barnansyah Rudi
Keyword(s):  
Religious Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Skills ◽  
Learning Technology ◽  
State University ◽  
Study Program ◽  
The Media ◽  
The Times

Learning media is one of the things that can help the process of learning activities, but the media can also be a tool that does not support the smooth learning process, internet-based learning media is one of the infrastructures that can be used especially with today's era where everything is very easy to access. especially internet-based media which at this time have been widely used as learning materials or media that can support teaching skills for teachers or prospective teachers during the current COVID-19 pandemic, where teachers are required to be as creative as possible in providing media that will be used in teaching and learning activities. learning activities, the purpose of this research is to find out from the implementation of learning media in learning skills for students who are taking courses in Media and Learning Technology in which students especially prospective teachers must be able to adapt to the times with developments and technology. The research method used is descriptive qualitative media, where this method is to determine the extent of student knowledge in implementing a learning media on teaching skills, for the presence of researchers in this study is as an observer who designs learning activities or actions taken together with the team. The research model is a member of the research team, namely the lecturer of Islamic Religious Education. The research was carried out at the State University of Jakarta during the even semester lectures for the 2020/2021 academic year from March to July 2021. The subjects of this research were students in the PAI study program. The focus of this research is to find out the implementation of the usefulness of learning media during the covid-19 pandemic in teaching skills.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

scholarly journals Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective

2016 ◽  
Vol 4 (2) ◽  
pp. 289 ◽  
Author(s):  
Rachel Koross
Keyword(s):  
Effective Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Language Education ◽  
Teacher Education Programs ◽  
School Of Education ◽  
Effective Teaching Strategies ◽  
Positive Attitudes ◽  
Training Technique ◽  
Pre Service Teacher

<div><p><em>Micro teaching is a method that has been used since 1960s in teaching and learning environments to enhance prospective teacher’ instructional experiences. Microteaching is a remarkable technique that is used in teacher education programs to offer valuable opportunities for trainee teachers to develop effective teaching strategies. The main purpose of this paper is to examine the experiences, competencies, and perceptions of 100 pre-service teacher trainees from the Kiswahili language Education program in the school of education, University of Eldoret Kenya. A combinations of quantitative and qualitative techniques were used and a questionnaire and focus group interview were used to collect data from the respondents. The findings indicate that prospective teachers gained a variety of experiences and competencies from micro teaching and that majority of them have positive attitudes toward micro teaching as a training technique. </em></p></div>

scholarly journals Pentingnya Mempelajari Adminstrasi Dan Supervisi Pendidikan

2019 ◽  
Author(s):  
Agung Syukriardi ◽  
Hade Afriansyah
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Education Administration ◽  
Important Goal ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Education Personnel ◽  
Administration And Supervision ◽  
Work Education

This study aims to find out what is the importance of studying administration and supervision of education for prospective teachers. This study uses a qualitative approach with qualitative descriptive methods. The subjects of this study consisted of principals, boards of teachers and staff. Data collection consists of observation, interviews and documentation. Data analysis techniques include editing, categories, displaying data and interpretation. Conclusions in this study namely the importance of studying education administration is that we can know that the administration is an educational institution which is a major source of management in regulating the teaching and learning process in an orderly manner so that the most important goal is created at the educational institution.A profession is a position or job that demands expertise from its members. That is, it cannot be done by anyone who is not trained and is not specifically prepared to do the work. Education personnel are members of the community who are devoted and appointed to support the implementation of education. Included in the education staff are: heads of education units, educators and other education personnel.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

Assessing Prospective Teachers' Analysis of Teaching: How Well Can They Link Teaching and Learning?

2018 ◽  
Vol 7 (1) ◽  
pp. 34-49
Author(s):  
Christine Phelps-Gregory ◽  
Sandy M. Spitzer
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Minimal Effect ◽  
Mathematics Lesson ◽  
Research Attention ◽  
Assessment Task ◽  
Question Prompts ◽  
Question Prompt ◽  
Analysis Of Teaching

One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic re_ ection and learning from their own teaching. One important skill involved in systematic re_ ection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs' ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts in_ uenced PTs' enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs' hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs' responses.

Comunicação e Interatividade em AVEA - Ambiente Virtual de Ensino e Aprendizagem: do Texto Escrito à Motivação dos Alunos

2016 ◽  
Vol 17 (5) ◽  
pp. 382
Author(s):  
Creuza Martins França ◽  
Juliana Irani Villanueva dos Reis
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Educational Communication ◽  
Private University ◽  
Educational Interventions ◽  
Research Field ◽  
Mediation Process ◽  
Learning And Teaching ◽  
The North ◽  
Virtual Classes

Este trabalho aborda os processos de comunicação e interatividade promovidos por docentes na produção de aulas virtuais em Ambiente Virtual de Ensino e Aprendizagem AVEA. Parte do seguinte questionamento: de que forma são trabalhadas as produções textuais dos professores da Educação a distância - EaD? Essa questão é relevante, pois quando são utilizadas técnicas que privilegiam a interação participativa do aluno, a construção do conhecimento passa a ser mais efetiva. Sendo assim, esta pesquisa teve como objetivo apresentar intervenções didáticas possíveis, nas quais a comunicação seja apontada como parte do processo da mediação da aprendizagem e o uso da tecnologia aconteça a partir de estratégias voltadas à apropriação do conhecimento. Para tanto, utilizou-se a pesquisa bibliográfica e a análise das produções dos materiais web elaborados pelos professores, atuantes em uma universidade particular de um município da Região Norte do Paraná. A análise dos dados coletados demonstrou que, apesar dos docentes considerarem-se preparados para o uso das tecnologias, suas práticas revelam que não estão ocorrendo mudanças na forma como lidam com a EaD. A partir dos resultados da pesquisa, pretende-se oferecer uma contribuição ao campo da pesquisa no sentido de despertar os professores para a necessidade de se promover discussão sobre a comunicação dialógica. Ora, defende-se que processos interativos de qualidade asseguram maior autonomia aos alunos durante o estudo. Palavras-chave: EaD. Tecnologias Educacionais. Comunicação e Interatividade. Ensino e Aprendizagem. AbstractThis paper presents the communication and interaction processes promoted by Teachers in the virtual classes production in Virtual Learning and Teaching Environment. The process of this research is: How are Teachers’ Learning distance mode’s textual productions worked? This question is relevant because when techniques are used that emphasize participatory student interaction, the knowledge construction becomes more effective. Thus, this study aimed to elucidate possible educational interventions, where communication is indicated as part of the learning mediation process and the technology use for strategies aimed at knowledge appropriation. For this purpose, it was used search literature and analysis of the web materials production prepared by Teachers acting in a private university in a city in the North of Paraná. From this, the data analysis showed that despite the teachers consider themselves prepared for the use of technologies, such actions do not really materialize in changes in the way of dealing with distance education. Based on the results, it was intended to offer a contribution to the research field and the need to promote discussion aboutdialogical communication, in order to create greater autonomy in studies by the students through interactive quality processes. Keywords: Learning Distance. Technologies Educational. Communication and Interactivity. Teaching and Learning.

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