scholarly journals ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

2006 ◽  
Vol 22 (4) ◽  
Author(s):  
Romina M. Jamieson-Proctor ◽  
Paul C. Burnett ◽  
Glenn Finger ◽  
Glenice Watson
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Curriculum Integration ◽  
Full Time ◽  
Ict Integration ◽  
Teacher Survey ◽  
Information And Communication ◽  
Teacher Professional ◽  
State Schools

<span>Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor universally understood. The literature indicates the complexity of rationales and terminology that underwrite various initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration; and significant issues relating to teacher professional development and ICT competencies (Jamieson-Proctor, Watson, &amp; Finger, 2003). This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. Results from 929 teachers across all year levels and from 38 Queensland state schools indicate that female teachers (73% of the full time teachers in Queensland state schools in 2005) are significantly less confident than their male counterparts in using ICT with students for teaching and learning, and there is evidence of significant resistance to using ICT to align curriculum with new times and new technologies. This result supports the hypothesis that current initiatives with ICT are having uneven and less than the desired results system wide. These results require further urgent investigation in order to address the factors that currently constrain the use of ICT for teaching and learning.</span>

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2015 ◽  
pp. 29-53 ◽  
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

Development Strategy for Demand of ICTs in Business- Teaching of CRHEIs

2011 ◽  
Vol 480-481 ◽  
pp. 546-549
Author(s):  
Hong Liu
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Teaching And Learning ◽  
Ict Integration ◽  
Economic Progress ◽  
State Education ◽  
Regional University ◽  
Information And Communication ◽  
Learning Issues

State education business institutes are believed as catalyst for the economic progress (especial for commerce) of any country. In China, many regional higher education institutes (mainly be regional university) have been founded from 1998. From 2006, most of those regional higher education institutes, such as regional university, promoted to be comprehensive regional higher education institutes (CRHEIs) in succession. Now more andmore students studying in those CRHEIs, and then the quality of teaching should be improved. In this paper, we analyses ICT (Information and communication technology)–based teaching and learning issues at CRHEIs level and old higher education institutes (ORHEs) level. Using normative Delphi method, we discussed ICT-based issues and get that ICT integration in CRHE need to be in lined with proper strategy in order to get their true benefits.

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2016 ◽  
pp. 1822-1846
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

Innovations in Learning and Teaching for Manufacturing Engineering under Ubiquitous Computing and Distributed on Mobile Devices Smartphones and Tablets

2017 ◽  
Vol 903 ◽  
pp. 84-91
Author(s):  
Carlos Pazo Martín ◽  
Francisco Aguayo González ◽  
María Estela Peralta Álvarez ◽  
Mariano Marcos Bárcena ◽  
María Jesús Ávila Gutiérrez
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Information Technologies ◽  
New Technologies ◽  
Educational Innovation ◽  
Information And Communications Technology ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Engineering Information ◽  
Manufacturing Engineering

The new technologies of information and communication have opened up new possibilities for training in the field of manufacturing engineering. Information and communications technology contribute to flexible process of teaching and learning thanks to the ease of creating, processing and dissemination of content. They are also an opportunity to improve new learning environments, closer to actual production contexts. But to achieve an efficient process of learning, methodologies (that are based on ICT) should be adapted to the students’ characteristics, the contents and the context. This paper aims to design a model of teaching and learning from educational innovation with the use of information technologies applied to training Manufacturing Engineer using mobile devices as a teaching resource. The tool will be designed to self-education situated in learning contexts and incorporates different instructional strategies for student learning and teacher monitoring.

scholarly journals Peran Guru Dalam Peningkatan Kualitas Belajar Peserta Didik Pada Pembelajaran Daring Di Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 75-86
Author(s):  
Tri Budi Wulandani ◽  
Rif’an Humaidi
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Study Data ◽  
Teacher’S Role ◽  
Quality Of Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teacher's Role

In the teaching and learning process, teachers are required to be able to carry out their role to the fullest as a motivator and initiator in an effort to maintain and at the same time increase the enthusiasm of students to learn. Especially in the Covid-19 pandemic situation which requires educational institutions to carry out online learning. This study aims to discuss the teacher's role as a motivator and the teacher's role as an initiator in improving the quality of student learning in online learning at Madrasah Ibtidaiyah Ma'arif Condro Jember. This research uses qualitative research methods and the type of research is a case study. Data collection techniques using observation, interviews and documentation. The validity of the data using source triangulation and technical triangulation. Meanwhile, data analysis uses data condensation, data presentation and verification/conclusion. The results of this study indicate: 1) The teacher's role as a motivator in improving the quality of learning in online learning, namely: providing opportunities for students to play an active role in learning, providing reinforcement, praise or verbal appreciation, teachers listening to students' concerns and wishes to bond. good relationship between teachers and students. 2) The role of the teacher as an initiator in improving the quality of learning in online learning, namely: utilizing information and communication technology such as Whatsapp, Facebook, Google Meet and Google Form. Keywords: Teacher Role; Quality of Learning; Online Learning Dalam proses belajar mengajar, guru dituntut untuk mampu melaksanakan perannya secara maksimal menjadi motivator dan inisiator dalam upaya menjaga dan sekaligus meningkatkan semangat belajar peserta didik. Terlebih dalam situasi pandemi Covid-19 yang menuntut lembaga pendidikan untuk melaksanakan pembelajaran secara Daring. Penelitian ini bertujuan untuk membahas tentang peran guru sebagai motivator dan peran guru sebagai inisiator dalam meningkatan kualitas belajar peserta didik pada pembelajaran daring di Madrasah Ibtidaiyah Ma’arif Condro Jember. Penelitian ini menggunakan metode penelitian kualitatif dan jenis penelitiannya adalah studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Sedangkan analisis data menggunakan kondensasi data, penyajian data dan verifikasi/kesimpulan. Hasil penelitian ini menunjukkan: 1) Peran guru sebagai motivator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memberikan kesempatan kepada peserta didik untuk berperan aktif dalam pembelajaran, memberikan penguatan, pujian atau apresiasi secara verbal, guru mendengarkan keresahan dan keinginan peserta didik agar terjalin ikatan yang baik antara guru dan peserta didik. 2) Peran guru sebagai inisiator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memanfaatkan teknologi informasi dan komunikasi seperti Whatsapp, Facebook, Google Meet dan Google Form. Kata Kunci: Peran Guru; Kualitas Belajar; Pembelajaran Daring

TEACHERS’ PERCEPTION TOWARDS ICT INTEGRATION: PROFESSIONAL DEVELOPMENT THROUGH BLENDED LEARNING

2016 ◽  
Vol 11 (2) ◽  
pp. 20-26
Author(s):  
ARWA AHMED ABDO QASEM ◽  
VISWA NATHAPPA
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Change Strategies ◽  
Ict Integration ◽  
Information And Communication

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. The teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities

2021 ◽  
pp. 44-65
Author(s):  
Puseletso Kekana ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Full Potential ◽  
Gauteng Province ◽  
Digital World ◽  
Information And Communication ◽  
Computer Based

The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

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