تصور مقترح لمقرري تقنيات التعليم والمناهج وطرق التدريس بكليات التربية وفقاً لأسس المنهج التكاملي = A Conceptualize Proposal for the Courses of Educational Technology and Curricula and Teaching Methods in Colleges of Education According to the Principles of Integrative Approach

2017 ◽  
Vol 6 (2) ◽  
pp. 36-47
Author(s):  
شاهيناز عبد الرحمن عثمان بشير
Keyword(s):  
Educational Technology ◽  
Teaching Methods ◽  
Integrative Approach ◽  
Colleges Of Education

scholarly journals Digitization of Educational Technology Centres for Teaching Electrical and Electronics Technology in Colleges of Education in North Eastern Nigeria

2018 ◽  
Vol 7 (3) ◽  
pp. 199-207
Author(s):  
Dauda Moses ◽  
Nasiru Bello Mohammed ◽  
Amos Danlami Agbu ◽  
Lumo Adams Gainaka
Keyword(s):  
Educational Technology ◽  
Goodness Of Fit ◽  
National Commission ◽  
Colleges Of Education ◽  
School Students ◽  
Chi Square ◽  
Public School Students ◽  
North Eastern ◽  
Chi Square Test ◽  
Descriptive Survey

Abstract The purpose of this study was to assess the level of digitization of Educational Technology Centres for teaching electrical and electronics technology in Colleges of Education in North Eastern Nigeria in order to provide information that will help solve problems of incompetence of public school students in Information and Communication Technology (ICT). The study, guided by two research questions and two hypotheses was conducted in six Colleges of Education in North Eastern Nigeria using descriptive survey research design. The sample of the study was 50 comprising of 15 non-teaching Educational Technology Centres staff and 35 Electrical and Electronics Technology lecturers from five colleges of education in North Eastern Nigeria. Checklist containing 103 expected digital facilities based on National Commission for Colleges of Education (NCCE) minimum standard for Educational Technology Facilities in Colleges of Education in North Eastern Nigeria was used as instrument for data collection. Respondents were required to fill in observed facilities in the required column. Arithmetic percentage and Chi–square test of goodness-of-fit and were used determine the extent of digitization of the Educational Technology Centres in Colleges of Education in North Eastern Nigeria. Findings of the study revealed among others that analog technologies has higher number of frequency counts compared to digital technologies, hence there was low digitization of hardware facilities in Educational Technology Centres in Colleges of Education in North Eastern Nigeria. The study therefore concluded that Educational Technology Centres in Colleges of Education in North Eastern Nigeria were not digitized for instructional purposes; therefore, Government should digitize Educational Technology Centres in Colleges of Education in North Eastern Nigeria by adequately providing both digital hard and soft ware facilities.

scholarly journals Technologies of Adult Education: Northern-American Experience

2019 ◽  
Vol 9 (3) ◽  
pp. 44-50
Author(s):  
Olena Terenko
Keyword(s):  
Educational Technology ◽  
Adult Education ◽  
Teaching Methods ◽  
Round Table ◽  
Learning Goals ◽  
Learning Technology ◽  
Joint Activities ◽  
Life Problems ◽  
Coaching Training ◽  
The Usa

Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.

scholarly journals INNOVATIVE TECHNOLOGIES AND TEACHING METHODS AT THE DEPARTMENT OF NORMAL PHYSIOLOGY

ASJ. ◽  
2021 ◽  
Vol 2 (55) ◽  
pp. 13-16
Author(s):  
O. Nikolaenko ◽  
P. Datsyshyn
Keyword(s):  
Educational Technology ◽  
Teaching Methods ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Characteristic Features ◽  
The Individual

Innovation methods are an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as with the ability to take into consideration the individual characteristics of students and enhance their motivation. The article discusses innovative teaching methods that are used in the system of the modern educational process. The characteristic features of the means, forms and methods of innovative teaching are determined, the specifics of their use in an interactive educational environment to improve the quality of student education at medical universities are revealed.

Influence of Globalization on Mathematics Content, Teaching Methods, and Resource Materials in Colleges of Education in Oyo State

2019 ◽  
pp. 15-28
Author(s):  
Gbolagade Olosunde
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
College Of Education ◽  
Descriptive Statistics ◽  
Colleges Of Education ◽  
Mathematics Students ◽  
Chi Square ◽  
And Mathematics ◽  
Mathematics Teaching Methods ◽  
Descriptive Survey

The chapter examined the influence of globalization of mathematics contents, teaching methods, and resource materials in colleges of education in Oyo state. One hundred mathematics students—46 from Emmanuel Alayande College of Education and 54 from Federal College of Education (Special), Oy—were sampled for the study. Descriptive survey type of design was adopted for the study. Three questionnaires were used: influence of globalization on mathematics content questionnaire (IGMCQ, r= 0.87), influence of globalization on mathematics teaching methods (IGMTM r= 0.78), and influence of globalization on mathematics resource materials (IGMRM r= 0.89) scales. Three research hypotheses were tested in this study. The data were analyzed using frequency count, for descriptive statistics. Chi-square statistics was used to test the hypotheses. The results show that there is no significant association between globalization and mathematics contents, teaching methods, and resource materials.

Research Foresight — a New Educational Technology for Developing the Competencies of Industry Managers Cost

2018 ◽  
Vol 7 (3) ◽  
pp. 54-58
Author(s):  
Татьяна Шинина ◽  
Tatyana Shinina ◽  
Инна Морозова ◽  
Inna Morozova
Keyword(s):  
Educational Technology ◽  
Teaching Methods ◽  
Educational Technologies ◽  
Managerial Competencies ◽  
The Road ◽  
Road Map ◽  
Theoretical Foundations ◽  
Municipal Level ◽  
Nenets Autonomous ◽  
New Formation

The article is devoted to the disclosure of the prerequisites for the creation and description of the theoretical foundations of the new educational technology «Re-foresight» («Research Foresight»). The article justified the request for new educational technologies in working with the managers of the new formation. The genesis of the foresight methodology is presented, in which the content thread of the formation of instruments of influence on the development of the strategies of the country, region, and industry is traced. The road map of author's educational technology for research foresight is given, which includes the stages: improvement of managerial competencies, real forecasting, design of management decisions, assessment; application of modern teaching methods: igrofication, visualization of meanings, personal reflection. A triad of psychological categories (personality - activity - communication) is presented, forming the methodology of educational technology «Re-Foresight». The educational technology «Re-Foresight» has been approved in the construction of the image of the future youth branch of the Yamal-Nenets Autonomous District and can be applied at the regional and municipal level, as well as in carrying out branch and corporate foresights.

Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas

2014 ◽  
Vol 30 (3) ◽  
pp. 89-103 ◽  
Author(s):  
Keith Wetzel ◽  
Ray Buss ◽  
Teresa S. Foulger ◽  
LeeAnn Lindsey
Keyword(s):  
Educational Technology ◽  
Teaching Methods ◽  
Methods Courses ◽  
Technology In Teaching

Emerging Educational Technologies and Science Education

2010 ◽  
pp. 276-284
Author(s):  
Bruce C. Howard ◽  
Lawrence Tomei
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Best Practice ◽  
Educational Technologies ◽  
The Past ◽  
Practice Teaching ◽  
New Methodologies ◽  
The Individual

When discussing emerging educational technologies, the complaint around the globe is common enough: we may be outfitting schools with classrooms of the future, but teaching methods remain mired in the past. In the six articles that follow we describe our research on choosing and applying emerging educational technologies in the light of what we know about best practice teaching methods. Whereas many well-respected experts have addressed the need for new methodologies, we chose to focus on the process of choosing the technologies themselves. We set out to determine how to evaluate the individual promise an educational technology may hold and to provide guidelines to those who choose and use the technologies for teaching and learning.

Vom virtuellen Wissensraum zur Lernumgebung – Kooperatives Lernen als integrativer Ansatz für eine mediengestützte Bildung (From the Virtual Knowledge Space to a Learning Environment – Cooperative Learning as Integrative Approach to Educational Technology)

i-com ◽  
2004 ◽  
Vol 3 (2/2004) ◽  
pp. 5-12
Author(s):  
Sabrina Geißler ◽  
Thorsten Hampel ◽  
Reinhard Keil-Slawik
Keyword(s):  
Educational Technology ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Integrative Approach ◽  
Knowledge Space ◽  
Kooperatives Lernen ◽  
E Learning

AbstractKlassische E-Learning-Umgebungen verkörpern vielfach eine ,Einbahnstraße des Lernens‛: Es werden hypermedial aufbereitete Materialien produziert, publiziert und rezipiert. Daneben gibt es Kommunikations- und Kooperationssysteme, die neue Formen der synchronen Interaktion zwischen Lehrenden und Lernenden ermöglichen. In beiden Ansätzen führt die Betonung der damit möglichen Zeit- und Ortsunabhängigkeit dazu, dass Funktionen und Materialien als isoliert zu nutzende Angebote wahrgenommen und umgesetzt werden. Mit dem vorliegenden Ansatz betonen wir dagegen nicht mehr die zeitliche und räumliche Unabhängigkeit, sondern die zeit- und ortsübergreifende Integration aller Prozesse, die im Rahmen eines Lehr- bzw. Lernarrangements auftreten. Dazu stellen wir das Konzept des virtuellen Wissensraums vor, der die nutzergesteuerte Integration unterschiedlicher Funktionsbereiche und Materialien ermöglicht. Da hierbei nicht die Einmalproduktion hochwertiger Materialien im Vordergrund steht, sorgt weiterhin ein multiperspektivischer Modulbegriff dafür, dass mediale Objekte mit unterschiedlichen Zeithorizonten und verschiedenen Rollenzuschreibungen bedarfsgerecht bearbeitet werden können. Die Umsetzung dieser Konzepte wird an einem praktischen Beispiel aus der universitären Lehre illustriert.

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