scholarly journals Examining School Administrators’ Technology Integration Leadership

2021 ◽  
pp. 38-42
Author(s):  
Janette B. Torrato ◽  
◽  
Socorro E. Aguja ◽  
Maricar S. Prudente
Keyword(s):  
Technology Integration ◽  
Policy Development ◽  
Teaching And Learning ◽  
School Administrators ◽  
Educational Institution ◽  
Technology Leadership ◽  
Research Approach ◽  
Technology In The Classroom ◽  
Integration Program ◽  
Challenging Tasks

Technology leadership drives the technology integration program of any educational institution. School administrators take challenging tasks in integrating technology in the classroom. Their roles are critical to ensure that students’ learning in today’s context is globally relevant. Relatedly, this study examined the technology integration leadership of school administrators involved in a school-wide initiative via a three-module series seminar workshop on action research using descriptive qualitative research approach. A thematic analysis of the written abstracts provided an overview of the technology leadership of school administrators. Specifically, results revealed four technology related themes namely; School Policy Development, Professional Development of Teachers, Blended Learning Approach, & Teaching Strategies to Enhance Learning. Further research focusing on each theme is recommended to determine its impact to the actual teaching and learning implementation in the school.

scholarly journals Understanding emergent teaching and learning practices: iPad integration in Polish school

2020 ◽  
Author(s):  
Lucyna Kopciewicz ◽  
Hussein Bougsiaa
Keyword(s):  
Technology Integration ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Small Scale ◽  
Technology In The Classroom ◽  
Video Ethnography ◽  
Learning And Teaching ◽  
Digital Devices ◽  
Educational Culture ◽  
Learning Practices

AbstractThe appearance of tablet technology in the classroom is considered an obvious modernisation milestone. In the last few years school professionals in Poland have made large investments in digitalisation, especially through one to one model (1:1), using digital devices such as tablets. Researches on tablet technology integration in school classrooms convince that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is a driving question for the present study. This research contributes knowledge and new insights into learning and teaching practices in two classrooms in a Polish primary school that were observed over a longer perspective of three school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the school under analysis. These changes were identified through the data collected by means of classroom video ethnography (63 teaching hours of recording) and follow-up interviews (18) with classroom’s teachers. The analysis resulted in three distinct maps of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices. The findings point out that tablet technology integration needs the alignment of the classroom pedagogy - technology relationships.

Technology Integration in Teacher Education

2020 ◽  
pp. 282-299
Author(s):  
Charity Mukiri Limboro ◽  
Ephantus Micheni Kaugi
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Ict Integration ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Teacher Colleges ◽  
Information And Communication ◽  
Teacher Trainers ◽  
Ict Infrastructure ◽  
Technology In Classroom

This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

scholarly journals The Dilemma of Unrelenting Workload Amidst Covid-19 Pandemic: An Agenda for University Female Academics

2021 ◽  
Vol 5 (1) ◽  
pp. 12-46
Author(s):  
Okeke-Uzodike Obianuju ◽  
Vangeli Gamede
Keyword(s):  
Higher Education ◽  
Time Allocation ◽  
Policy Development ◽  
Teaching And Learning ◽  
Work Life ◽  
Work Life Balance ◽  
Research Approach ◽  
Life Balance ◽  
Workload Management ◽  
The University

The dynamic changes in the South African higher education environment have seen academics immersed in increasing workloads to keep up with the university mandate. The outbreak of the Covid-19 pandemic has raised significant challenges for the higher education community and intensified complications related to workload and in particular for female academics. The understanding of the management of workload is pertinent, and therefore the article examines the components of workload and implications of the Covid-19 pandemic for female academics. A descriptive research design and a quantitative research approach were adopted, and data was collected from 54 female academics in an unidentified university in South Africa. The data was analyzed using the Statistical Packages for Social Sciences (SPSS) version 26 and presented using a descriptive and inferential format. Also, the study adopted a systematic review of literature leveraging reputable sources. The findings revealed that (i) time allocation to academic activities of teaching and learning, research, postgraduate supervision, administration matters, community service, and academic citizenship remains a challenge facing universities, and (ii) Covid-19 imposed remote working arrangements resulting in increased workloads, leading to reduced research productivity and inability to achieve work-life balance for the female academics. The results of the study highlight the need for institutional review and policy development on the academic workload management system to ensure work-life balance for the female academics and output maximization for the university, especially during a pandemic.

scholarly journals Factors Influencing the Formation of Teacher Professional Identity in Technology Integration

2020 ◽  
Vol 10 (5) ◽  
pp. 1
Author(s):  
Azlin Mohd Rosdi ◽  
Fariza Khalid ◽  
Mohammad Sattar Rasul
Keyword(s):  
Technology Integration ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Learning Activities ◽  
Technology In The Classroom ◽  
Teaching Goals ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Internal And External Factors

The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.

konsep administrasi pendidikan

2019 ◽  
Author(s):  
Wiwin Vauzia
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Education Administration ◽  
Important Goal ◽  
Purpose Of Education ◽  
Basic Concepts

This article was written to explain the concept of educational administration in particular the understanding, importance and purpose of educational administration. The purpose of the article is made to inform about the notion of educational administration, the importance of educational administration and the purpose of educational administration. It is important that we know the education administration in order to be able to implement the knowledge gained as educators later. The technique used in making this article is by collecting data related to material sourced from books, article journals, and other sources related to the science of basic concepts of educational administration and analyzing the material with the literature method which aims to help find truth from the material discussed. Administration is an educational institution which is a main source of management in regulating the teaching and learning process in an orderly manner so that the most important goal is achieved at the educational institution, where the purpose of education administration itself is to provide systematic work in managing education so that educational operational tasks can be carried out effective and efficiency towards the goals or objectives that have been set.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

Growing Healthy Minds, Bodies, and Communities: Early childhood teachers’ perceptions of a nutrition-integrated pilot curriculum

2021 ◽  
pp. 1-24
Author(s):  
Alicia Cooper Stapp ◽  
Gerogianna Mann ◽  
Laurel Lambert ◽  
Kenya Wolff
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Eating Behaviors ◽  
Early Childhood Teachers ◽  
Research Approach ◽  
Learning Collaborative ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
Hands On Learning ◽  
Flexible Schedule

Abstract Objective: Healthy eating behaviors are often developed early in life, yet nutrition is rarely emphasized in early childhood education. Integration of nutrition into academic content is warranted, still, its ability to positively impact teaching and learning has been understudied. Therefore, this study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum. Design: Early childhood teachers’ perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations, and teacher feedback. Focus group transcripts were analyzed using inductive thematic analysis and supplemented with observations and lesson feedback. Setting: This pilot study took place in Northwest Mississippi at three preschools which are part of the Mississippi Early Learning Collaborative. Participants: A non-probability convenience sample was utilized to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study. Results: Three themes emerged and were categorized accordingly: (a) preconceived concern of the unknown versus experienced reality; (b) promoting buy-in and engagement through hands-on learning experiences; and (c) manifestation of perceived prioritization. Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviors, and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritize implementation.

scholarly journals Making the Decision to Stay at Home: Developing a Community-Based Care Process Model for Aging in Place

2021 ◽  
Vol 18 (11) ◽  
pp. 5987
Author(s):  
Katarina Galof ◽  
Zvone Balantič
Keyword(s):  
Older Adults ◽  
Human Resources ◽  
Policy Development ◽  
Process Model ◽  
Empirical Work ◽  
Care Process ◽  
Research Approach ◽  
Community Based ◽  
Decision To Stay ◽  
At Home

The care of older adults who wish to spend their old age at home should be regulated in every country. The purpose of this article is to illustrate the steps for developing a community-based care process model (CBCPM), applied to a real-world phenomenon, using an inductive, theory-generative research approach to enable aging at home. The contribution to practice is that the collaboration team experts facilitate the application of the process in their own work as non-professional human resources. This means that each older adult is his or her own case study. Different experts and non-experts can engage in the process of meeting needs as required. The empirical work examined the number of levels and steps required and the types of human resources needed. The proposed typology of the CBCPM for older adults can provide insight, offer a useful framework for future policy development, and evaluate pilots at a time when this area of legislation is being implemented.

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