Pre-service Teachers' Attitudes and Views about Smart Learning: Implications for Creative Teaching and Learning

2016 ◽  
Vol 10 (2) ◽  
pp. 289-298
Author(s):  
Shin-Hye Heo
Keyword(s):  
Teaching And Learning ◽  
Creative Teaching ◽  
Smart Learning ◽  
Teachers Attitudes

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

scholarly journals Un-rational behaviour? What causes discrepancies between teachers’ attitudes towards evidence use and actual instances of evidence use in schools?

2016 ◽  
Vol 54 (4) ◽  
pp. 469-491 ◽  
Author(s):  
Chris Brown ◽  
Dell Zhang
Keyword(s):  
Teaching And Learning ◽  
School Leaders ◽  
School Systems ◽  
Evidence Use ◽  
High Stakes ◽  
Content Type ◽  
Analyse Data ◽  
Learning Conversations ◽  
Teachers Attitudes ◽  
Rational Behaviour

Purpose – Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: “if EIP is rational behavior, why are not all teachers engaged in it?”, the authors examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. The authors then assess what factors prevent teachers/schools from engaging in EIP. Design/methodology/approach – To examine beliefs, instances of, and barriers to evidence use, the authors employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools. Findings – The findings suggest that, should they wish to increase EIP within their schools, school leaders need to: first, promote the vision for evidence-use (i.e. actively encourage its use); second, illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and third, establish effective learning environments, in which learning conversations around the use of evidence, can flourish. Originality/value – Using a new, innovative model of rationality, the authors conclude that despite the focus on EIP in many school systems world-wide, evidence use will never be meaningfully realized unless school leaders prioritize EIP as a school commitment. Simultaneously, given the high-stakes accountability environments facing many school systems it is unlikely that prioritization of EIP will occur until EIP forms part of any education system’s accountability regime.

scholarly journals Reflection in Teaching

2005 ◽  
Vol 2 (2) ◽  
pp. 11-20
Author(s):  
Ghassoub Mustafa
Keyword(s):  
Literature Review ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Education Institution ◽  
Small Sample ◽  
Educational Institutions ◽  
Collaborative Reflection ◽  
Teachers Attitudes ◽  
Definition Of

The first part presents a review of concepts relating to reflection, drawing on the literature in this area. This literature review relates to the following aspects of reflection: the definition of reflection, the process of reflection, strategies in reflection, content of reflection, barriers to reflection, and advantages of reflection. The second part of this paper presents an investigation into the perceptions of a small sample of English language educators and supervisors, through personal interviews with 9 teachers and 3 supervisors from one higher education institution and other educational institutions in the United Arab Emirates. The findings of the investigation are analyzed with respect to the dimensions that appear in the literature review. These findings show that the teachers do have some knowledge of reflection. They reveal that the teachers: attitudes towards reflection and its applicability in the teaching and learning process is largely positive, mixed with some degree of skepticism. Teachers agree that reflection is useful, but many seem uncertain about how it can be applied in their situation. In some cases the interviewees seemed to be more concerned about the technicalities of their job, making collaborative reflection appear less of a priority.

Prototyping a New Smart Learning Management System Based on the NoSQL

2021 ◽  
pp. 209-255
Keyword(s):  
Information Technology ◽  
Social Constructivism ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Information Space ◽  
Learning Theories ◽  
Collective Knowledge ◽  
Activity Spaces ◽  
Smart Learning ◽  
Traditional Pedagogy

The context of this work is that of prototyping a disciplinary information space for a new LMS. The work is specifically in the field or seeking to promote, using information technology from a distance, a collective knowledge construction. The approach is to first think about the conditions for creating a real LMS between learners and designing the IT environment that supports this LMS. The authors chose to base on the hybridization between four learning theories as a basis for teaching this LMS, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. These pedagogies have already proven themselves, mostly in learning situations in the classroom. The LMS consists of different activity spaces for teaching and learning activities. The authors limit themselves in this work to the prototyping of disciplinary information space for a new smart LMS based on IMS-LD, the NoSQL, MongoDB database, and the Symfony framework.

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