scholarly journals Taming Technology

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Keyword(s):  
Technology Use ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Instructional Technologies ◽  
Software Developers ◽  
Policy Makers ◽  
Role Of Teachers

The twelfth issue of On Education is devoted to attempts to tame technology use in education. It asks what challenges educational institutions face from instructional technologies, and what answers have been and are being found. It asks to what extent programmers, software developers or entrepreneurs themselves are able to tame the technologies they want to sell to schools. It discusses the role of teachers, activists, policy makers, and administrators in resisting, regulating, or affirmatively embracing educational technologies.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

scholarly journals Interações em blog sobre Astronomia: inovações tecnológicas, motivação, apropriação de conceitos e linguagem científica

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Fabio Augusto Spina ◽  
Noemi Sutil ◽  
Marcos Antonio Florczak
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Meaningful Learning ◽  
Educational Technologies ◽  
Technological Innovations ◽  
Scientific Language ◽  
Fundamental Education ◽  
Learning Modes ◽  
Role Of Teachers

Resumo: Educação em ciências pode ser associada à formação de sujeitos para problematização e construção conjunta. Essa formação demanda a apropriação de conceitos e de linguagem científica para proposições concernentes à ciência e tecnologia. Nesse sentido, neste trabalho, são apresentadas considerações sobre interações em blog sobre Astronomia envolvendo estudantes de Ensino Fundamental, na disciplina de Ciências, em instituição escolar paranaense, entre 2012 e 2015. Esta pesquisa possui fundamentos na teoria da aprendizagem significativa, destacando as modalidades de aprendizagem representacional, de conceitos e proposicional. Os dados foram constituídos por 516 conjuntos de registros, realizados pelos estudantes, pelo professor e outros participantes em blog. Os dados foram analisados considerando características e pressupostos de Análise de Conteúdo. Entre os resultados, podem ser ressaltados indícios de motivação, apropriação de conceitos e de linguagem científica. Destaca-se o papel do blog para ampliação de espaços de comunicação e aprendizagem, expressões de interesses e de relações conceituais. Ressalta-se, ainda, o compromisso docente, no que concerne às inovações tecnológicas, para o estabelecimento e manutenção do diálogo na educação em ciências. Palavras-chave: Ensino de ciências. Tecnologias educacionais. Aprendizagem significativa. INTERACTIONS IN BLOG ABOUT ASTRONOMY: TECHNOLOGICAL INNOVATIONS, MOTIVATION, APPROPRIATION OF CONCEPTS AND SCIENTIFIC LANGUAGE Abstract: Science education can be related to the development of individuals able to problem-pose and carry out joint constructions. This development demands the appropriation of concepts and scientific language so to produce propositions concerning science and technology. In this sense, this work presents some considerations about interactions in a blog about Astronomy with the involvement of students of Fundamental Education, in the discipline of Sciences, in a school in Paraná, from 2012 to 2015. This research is based on the meaningful learning theory, highlighting  representational, of concepts and propositional learning modes. Data is constituted by 516 sets of records in a blog, made by students, teacher and other participants. Data was analyzed considering characteristics and assumptions of Content Analysis. Among the results, some indicators of motivation, appropriation of concepts and scientific language can be highlighted. Blog's role increasing spaces for communication and learning, expressions of interests and conceptual relations is emphasized. Concerning technological innovations, the role of teachers,  establishing and maintaining a dialogue in science education is also highlighted. Keywords: Science education. Educational technologies. Meaningful learning. 

scholarly journals Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ

2018 ◽  
Vol 2 (1) ◽  
pp. 78-87
Author(s):  
Carmen Rotaru
Keyword(s):  
European Union ◽  
Teacher Perceptions ◽  
Outdoor Education ◽  
Authentic Learning ◽  
Educational Institutions ◽  
European Research ◽  
Student Teacher Relationship ◽  
Role Of Teachers ◽  
The Comparative Study

In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.

Teachers and Teaching in Game-Based Learning Theory and Practice

2013 ◽  
pp. 147-163 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark
Keyword(s):  
Learning Theory ◽  
Technology Use ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Game Based Learning ◽  
Learning Context ◽  
Learning Practices ◽  
Learning Research ◽  
Role Of Teachers

Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This chapter first summarizes the theoretical research on game-based learning and the implications of that research for the role of teachers. The authors next review the game-based learning literature that has specifically articulated a role for teachers or achieved an empirical description of teacher action within a game-based learning context. They then connect these accounts with more general research on teachers and technology use, elaborating on points of contact and identifying differences that may signal special challenges. Finally, the authors articulate an expanded role for teachers in game-based learning practices in terms of game-based learning research and new scholarship on the psychology of games.

scholarly journals tugas pertemuan 9

2020 ◽  
Author(s):  
sinta amelia
Keyword(s):  
Program Implementation ◽  
Financial Management ◽  
Quality Education ◽  
Educational Institutions ◽  
Financial Problems ◽  
Welfare Services ◽  
Professional Management ◽  
Role Of Teachers ◽  
Financial Administration

To realize quality education, there needs to be a thorough and professional management of the resources available in educational institutions. One of the resources that needs to be managed properly in education is financial problems. In this context, finance is a source of funds that are urgently needed by schools as a means of completing a variety of suggestions for learning infrastructure in schools, and improving teacher welfare, services and supervision program implementation. That inside the financial management includes the financial administration process (preparation of rps, rkas, use, and accountability, examination and reporting and the role of teachers in its own financial administration.

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