Educational technologies and teacher training: From theory to pedagogical practices

2017 ◽  
Author(s):  
Danielli Veiga Carneiro Sondermann ◽  
Isaura Alcina Martins Nobre ◽  
Jaqueline Maissiat ◽  
Marize Lyra Silva Passos
Keyword(s):  
Teacher Training ◽  
Pedagogical Practices ◽  
Educational Technologies

scholarly journals (Re) Pensar a formação de Professores pelo caminho da cooperação

2021 ◽  
Vol 14 (2) ◽  
pp. 107
Author(s):  
Jose Wnilson Figueiredo ◽  
Adriana Salete Loss ◽  
Daniela Ghisleni Figueiredo
Keyword(s):  
Teacher Training ◽  
The Other ◽  
Pedagogical Practices ◽  
The Creation ◽  
Opening Up ◽  
Formación Docente

A partir de uma experiência pedagógica, o presente artigo pretende estabelecer uma interlocução a respeito da implantação de uma formação de professores, por meio de uma metodologia de cunho coletivo, ancorada em uma razão solidária, sustentada na cooperação em oposição à hegemonia da razão neoliberal individualista, vigente na atualidade. Para tanto, nos amparamos nas categorias da ética da alteridade e do diálogo como fundamentos para a criação e  recriação de práticas políticas e pedagógicas com vistas à abertura de possíveis caminhos para a constituição de um professor disponível ao outro e ao coletivo (escola e sociedade), bem como do surgimento de uma educação pautada pela cooperação e que, em última instância, contribua para a edificação de uma civilização comunitária. A percepção é que a efetivação do sugerido é essencial para uma formação docente libertária.Palavras-chave: Formação de Professores. Cooperação. Razão Neoliberal.(Re) Thinking about teacher training on the path of cooperationAbstractBased on a pedagogical experience, this article intends to establish an interlocution regarding the implementation of a teacher training, through a collective methodology, anchored in a solidary reason, sustained in cooperation in opposition to the hegemony of the neoliberal individualist reason, currently in force. To this end, we rely on the categories of the ethics of alterity and dialogue as foundations for the creation and re-creation of political and pedagogical practices with a view to opening up possible paths for the constitution of a teacher available to the other and to the collective (school and society), as well as the emergence of an education based on cooperation and ultimately contributing to the building of a community civilization.  The perception is that the implementation of what is suggested is essential for a libertarian teacher training.Keywords: Teacher Training. Cooperation. Neoliberal Reason.(Re)Pensar la formación del profesorado a través del camino de la cooperaciónRESUMENA partir de una experiencia pedagógica, el presente artículo pretende establecer una interlocución acerca de la implantación de una formación de profesores, por medio de una metodología de cuño colectivo, anclada en una razón solidaria, sostenida en la cooperación en oposición a la hegemonía de la razón neoliberal individualista, vigente en la actualidad. Para ello, nos amparamos en las categorías de la ética de la alteridad y del diálogo como fundamentos para la creación y recreación de prácticas políticas y pedagógicas con miradas a la apertura de posibles caminos para la constitución de un profesor disponible al otro y al colectivo (escuela y sociedad), así como del surgimiento de una educación pautada por la cooperación y que, en última instancia, contribuya a la edificación de una civilización comunitaria. La percepción es que la efectividad de lo sugerido es esencial para una formación docente libertaria.Palabras Clave: Formación de Profesores. Cooperación. Razón Neoliberal.

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

Leadership and Management in Instructional Technology in Teacher Education

2016 ◽  
pp. 710-729
Author(s):  
Ali Rıza Erdem
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Training ◽  
Instructional Technology ◽  
Inservice Training ◽  
Educational Technologies ◽  
Negative Effects ◽  
Leadership And Management ◽  
Preservice Training

This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.

scholarly journals CREATION OF SCIENTIFIC WRITTEN TEXT OF FINAL QUALIFICATION WORK: PROBLEMS AND SOLUTIONS

2021 ◽  
pp. 130-137
Author(s):  
Любовь Андреевна Никитина
Keyword(s):  
Pedagogical Practices ◽  
Primary Sources ◽  
Educational Technologies ◽  
Research Activity ◽  
Written Text ◽  
Problems And Solutions ◽  
The One ◽  
The University ◽  
Relationship Of ◽  
Independent Work

Анализируются результаты анкетирования преподавателей и студентов по выявлению типичных затруднений и причин их появления в контексте написания выпускной квалификационной работы, которые обусловлены, с одной стороны, отсутствием опыта обращения к письменной речи в процессе изучения дисциплин профессиональной подготовки, с другой – неготовностью обучающихся осуществлять рефлексию процесса речевой деятельности и ее продуктов, а также невладением способами организации самостоятельной работы. Выявлены типичные ошибки в создании текста выпускной работы: отсутствие коммуникативной задачи; несоблюдение логики и взаимосвязи частей текста; включение непереработанных материалов из первоисточников; отсутствие собственного суждения по изучаемой теме. Установлено, что основной причиной их появления выступает невладение текстовыми умениями в построении научного текста. Обозначены направления в обучении письменной научной речи в процессе подготовки в вузе: включение заданий во все дисциплины подготовки, программы педагогических практик, предполагающих написание текста научного стиля, использование образовательных технологий, ориентирующих на использование письменного текста как результата обучения. Делается вывод о том, что обучение написанию текста выпускной квалификационной работы предполагает последовательное вовлечение обучающихся в овладение культурой письменной научной речи, а также опыт исследовательской деятельности преподавателя. According to the standards of higher education, a graduate of a pedagogical university is obliged to conduct a pedagogical study and draw it up in the text of the final qualification work. However, analysis of the works shows that for many future teachers, writing a scientific text causes significant difficulty. The questionnaire revealed typical difficulties and reasons for their occurrence, which are due, on the one hand, to the lack of experience in writing in the process of studying vocational training disciplines. On the other hand, it is not the willingness of students to reflect on the process of speech activity and its products, and also not to own ways of organizing independent work. Typical mistakes in the creation of the text of the graduation work were revealed: the lack of a communicative task, the lack of compliance with the logic and relationship of parts of the text, the inclusion of unprocessed materials from primary sources, the lack of own judgment on the topic being studied. Directions in teaching written scientific speech in the preparation process at the university are indicated: inclusion of tasks in all disciplines of training, programs of pedagogical practices involving writing a text of a scientific style, the use of educational technologies focusing on the use of written text as a result of training. It is concluded that training in the writing of the text of the final qualification work involves the consistent involvement of students in the mastery of the culture of written scientific speech, as well as the experience of the research activity of the teacher.

scholarly journals TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES TO WORK WITH A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE TEXT

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.N SOLUYANOVA ◽  
Keyword(s):  
Foreign Language ◽  
International System ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Diagnostic Tools ◽  
Language Training ◽  
Pedagogical Practice ◽  
Ability To Work ◽  
Additional Time ◽  
Language Text

Objective of the article is to substantiate the necessity and possibility of implementing foreign language training for students of non-linguistic universities with an additional goal-the formation and development of skills to work with a professionally-oriented foreign language text. This goal should not require additional time or financial resources, but should be implemented in the process of regular foreign language training. Applied methods : goal setting; researching advanced pedagogical practices and modern approaches to foreign language training, current educational technologies and techniques, diagnostic tools to monitor the effectiveness of development of skills to work with a text; adaptation of diagnostic instruments for a specific purpose and other psycho-pedagogical conditions. Results . The international system PISA was chosen as a diagnostic tool for tracking the development of the ability to work with a text. It is adapted for use by students of non-linguistic universities studying a foreign language, and has been successfully used in pedagogical practice to assess the initial level of development of skills to work with a text, the final level, as well as intermediate results. Conclusion: this work will be used as the basis for substantiating and modeling the didactic system of teaching students of non-linguistic universities to work with a professionally-oriented foreign language text.

scholarly journals ASD and Inclusion: Teacher Training and the Use of Alternative and Extended Communication in Inclusive Educational Contexts

2021 ◽  
Vol 9 (5) ◽  
pp. 23-37
Author(s):  
Robéria Vieira Gomes ◽  
Heloisa Fonseca Barbosa ◽  
Ademárcia Lopes de Oliveira Costa ◽  
Francisca Janaina Dantas Galvão Ozório ◽  
Petrônio Cavalcante ◽  
...  
Keyword(s):  
Teacher Training ◽  
School Environment ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Pedagogical Practices ◽  
Regular Classroom ◽  
Regular School ◽  
Inclusive School ◽  
Students With Autism ◽  
Political Foundations

In recent decades, there has been a search for a model of education that allows the participation of all students in the same school space, that is, an inclusive school. Inclusion of students with autism spectrum disorder (ASD) has been a recurring topic and has posed challenges for teachers, families and school management aiming at the participation of these students in the school environment and its pedagogical practices. ASD is currently classified as a neurodevelopmental disorder marked, mainly, by the difficulty of interaction and social communication (APA, 2014). As a result, it is common for students with ASD to present verbal and/or nonverbal communicative deficits. Given the pivotal role communication has in ensuring the socialization and educational inclusion of students with autism, this research seeks to answer the following questions: How does teacher training prepare teachers to help students with ASD? What resources of alternative and/or extended communication (AEC) can enable students with ASD to better communicate with their teachers? In order to answer these questions, the present paper investigates the theoretical and political foundations that regulate the inclusion of students with ASD in regular school, and analyzes teacher training in its relation to promoting their inclusion. Thus, the present paper discusses teacher training for the use of AEC tools in the regular classroom. It is believed that the great challenge teachers face is continuing education of the pedagogical strategies and practices for assisiting students with ASD in their learning processes in the regular classroom. This paper also addresses relevant public policies and the responsibility of the public power to effectively promote education for all, an education that respects the Other as a true Other.

scholarly journals Formação de professores 2.0: a gamificação como ferramenta do ensino lúdico em escolas da região Amazônica

2021 ◽  
Author(s):  
Aimeê Miranda Ribeiro Miranda Ribeiro ◽  
Benedito De Souza Ribeiro Neto
Keyword(s):  
Elementary Schools ◽  
Educational Games ◽  
Digital Games ◽  
Initial Result ◽  
The State ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Regional Context ◽  
Computer Tools

The present work aims to describe the process of training teachers in the municipal teaching network of a city in the state of Pará in the development of digital games through the Scratch platform as an instrument for learning ludification, allowing teachers to enhance the skills and competences of their students in an interactive and enjoyable way. This action made it possible for teachers who did not use computer tools in the classroom to incorporate games of their own authorship and of a regional context in their pedagogical practices. As an initial result of the Extentionist project, it was possible to generate a portfolio of eight educational games, demonstrating the importance of games education as a tool for guiding new educational technologies necessary to leverage learning in elementary schools in the interior of the State of Pará.

scholarly journals Crossing boundaries: documentation of a teacher training course on design, robotics and coding

2020 ◽  
Vol 12 (1) ◽  
pp. 85-92
Author(s):  
Lorella Giannandrea ◽  
Francesca Gratani ◽  
Alessandra Renieri
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
New Approach ◽  
Training Course ◽  
Academic Cultures ◽  
Working Together ◽  
Online Teacher Training ◽  
Training Path ◽  
And Robotics

Abstract This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a different way to engage in meaningful teaching and learning activities in design, coding and robotics. The course was run in an Italian school during the lock-down period of the Covid-19 pandemics. The training path had the objective to make the participants work differently, acting both as researchers and as teachers in training. The research reported in this article examined if and how an online teacher training course could act as a third space between school and academic cultures to achieve a negotiation of pedagogical practices. Findings from the study, collected through pre-post questionnaires and open-ended discussions, highlight an improvement in knowledge related to coding and robotics. Moreover, during the course, teachers experienced a new approach to space-time dimensions, first-hand experimentation and a collaborative approach, leading to greater perceived confidence in their skills and competences.

scholarly journals STRIVING FOR TEACHING EXCELLENCE IN REMOTE COURSE DELIVERY: AN INTRANET RESOURCE HUB FOR ENGINEERING FACULTY

2021 ◽  
Author(s):  
Anita M. Parker ◽  
Nicole Dyck ◽  
Jason P. Carey
Keyword(s):  
Virtual Space ◽  
Course Delivery ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Teaching Excellence ◽  
Digital Resources ◽  
Teaching Online ◽  
University Of Alberta ◽  
Complex Integration ◽  
The University

Teaching online in higher education is a complex integration of educational technologies, good pedagogical practices, and content knowledge.  Concerns and resistance by instructors may be fueled by lack ofunderstanding and resources, to which faculty administration can respond with targeted, ongoing communication and education.  A faculty intranet initiative within the Faculty of Engineering at the University of Alberta was created to support instructors amidst their efforts to prepare and deliver online, remote versions of their courses for the Fall 2020 term.  The intranet infrastructure was well-suited for the relevant, timely, and tailored digital resources specific to engineering content and circumstances.  Beyond the COVID-19 pandemic, it is intended for the intranet to grow into a collaborative virtual space where users can share their knowledge, experience, and insights to build a community of practice.

Leadership and Management in Instructional Technology in Teacher Education

2015 ◽  
pp. 361-379 ◽  
Author(s):  
Ali Rıza Erdem
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Training ◽  
Instructional Technology ◽  
Inservice Training ◽  
Educational Technologies ◽  
Negative Effects ◽  
Leadership And Management ◽  
Preservice Training

This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.

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