scholarly journals Implementación de la reforma matemática en Costa Rica: una experiencia de capacitación docente en el uso de tecnologías

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Evelyn Agüero Calvo ◽  
Adriana Solís Arguedas
Keyword(s):  
Public Schools ◽  
Costa Rica ◽  
Student Teachers ◽  
Implementation Process ◽  
Technology In The Classroom ◽  
Reform Implementation ◽  
Use Of Technology ◽  
Reforma Educativa ◽  
Institute Of Technology ◽  
Math Teaching

Los nuevos programas de matemática para la educación primaria y secundaria de Costa Rica, aprobados en mayo de 2012 por el Consejo Superior de Educación, le dan un papel importante al uso las tecnologías en el aula, ya que uno de sus ejes disciplinares es el uso inteligente y visionario de las tecnologías digitalesLa Escuela de Matemática del Instituto Tecnológico de Costa Rica (ITCR) tiene un compromiso social y no puede abstraerse del entorno, por lo que en el 2018 desarrolló un proyecto de extensión formalmente inscrito ante la Vicerrectoría de Investigación y Extensión, para colaborar con el Ministerio de Educación Pública (MEP) en la implementación de la reforma educativa en matemáticaEn el proyecto participaron 72 docentes de primaria provenientes de un total de 40 escuelas públicas de las regiones educativas de Cartago y Turrialba, que asistieron a sesiones de capacitación sobre el uso de tecnología para la enseñanza de la matemática. En este artículo se reportan los resultados de la experiencia, así como aspectos positivos y negativos del proceso de implementación de la reforma educativa manifestados por los docentes con respecto al uso de tecnologíaAdemás, el proyecto colaboró con el proceso de formación de estudiantes de la carrera Enseñanza de la Matemática con Entornos Tecnológicos (MATEC), que imparte la Escuela de Matemática del ITCR, pues se propició su participación como instructores durante las sesiones de capacitación, lo cual les genera experiencia y los involucra en la atención de necesidades del contexto.   Abstract The new Costa Rican math programs for elementary and high school levels approved in the month of May 2012 by the Council of Higher Education place special emphasis on the use of technology in the classroom. This derives from one of the pillars in math teaching which is based on the use of intelligent and visionary digital technologiesThe Costa Rica Institute of Technology (ITCR) Math School is socially compromised and it cannot abstain itself from contributing to society; therefore, the school developed a community extension project endorsed by the ITCR Deanship of Research and Extension. This project was created to aid the Ministry of Public Education towards the implementation of the math educational reformThe project's participants included 72 elementary school teachers coming from 40 different public schools in the Cartago and Turrialba areas. These instructors attended training sessions dealing with the use of technology in math teaching. This article shows some findings related to the experience as such as well as positive and negative aspects of the educational reform implementation process from the perspective of the participantsIt is worth mentioning that the project was conducive to the development of math student teachers from the major of Math Teaching in Technological Settings (MATEC) offered by the ITCR School of Math. These math student teachers served as aids and were very actively involved in all the training sessions. They took advantage of this process to gain experience and learn more about how to get involved in addressing the needs of different teaching contexts .

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

scholarly journals Implementasi Kebijakan Layanan Bimbingan Psiko-Edukatif Dalam Membantu Tugas Perkembangan Peserta Didik Sekolah Dasar Di Kota Kediri

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hanti Anti
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Implementation Process ◽  
School Students ◽  
Guidance Service ◽  
Provision Of Services ◽  
Educational Guidance ◽  
The Government ◽  
The City ◽  
Class Teacher

Abstrak: Tujuan penelitian ini untuk mengetahui implementasi kebijakan layanan bimbingan psiko-edukatif dalam membantu tugas perkembangan peserta didik SD di Kota Kediri dan untuk mengetahui faktor pendukung, faktor penghambat, serta upaya yang diterapkan dalam mengatasi hambatan dalam proses implementasinya. Penelitian ini merupakan penelitian deskriptif kualitatif sekolah dasar di kota Kediri, dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa implementasi kebijakan layanan bimbingan psiko-edukatif dilaksanakan oleh guru kelas sebagai tugas tambahan yang diberikan oleh kepala sekolah. Hal tersebut didukung dengan guru kelas yang dinilai mampu mengondisikan kelas yang diampunya. Beberapa kendala yang dialami antara lain tidak adanya tenaga guru BK/konselor sekolah, pemberian layanan tidak terprogram dengan baik oleh guru kelas, pemerintah tidak menempatkan guru BK pada sekolah negeri dan bila mengadakan sendiri terkendala dengan dana, dan tidak adanya ruang konseling di sekolah. Sedangkan solusi yang diterapkan yaitu menempatkan guru senior sebagai guru kelas tinggi (kelas 4,5,6), mengadakan kerja sama dengan instansi yang terkait (KPAI, BNN, Kepolisian), dan kepala sekolah juga ikut terjun langsung membantu guru kelas dalam membantu menyelesaikan permasalahn peserta didik.Kata Kunci: Kebijakan, Layanan Bimbingan Psiko-Edukatif, Tugas PerlembanganAbstract: The purpose of this study was to determine the implementation of psycho-educational guidance service policies in assisting the task of developing elementary school students in the City of Kediri and to find out supporting factors, inhibiting factors, as well as the efforts implemented in overcoming obstacles in the implementation process. This research is a qualitative descriptive study of elementary schools in the city of Kediri, with data collection techniques in the form of interviews, observation, and documentation. The results of this study indicate that the implementation of the psycho-educational guidance service policy is carried out by the class teacher as an additional task given by the principal. This is supported by the class teacher who is considered able to condition the class he is in. Some constraints experienced include the absence of BK counselors/school counselors, the provision of services not well programmed by class teachers, the government does not place BK teachers in public schools and if it is self-constrained with funds, and there is no counseling room in schools. While the solution applied in placing senior teachers as high-class teachers (grades 4,5,6), collaborating with related institutions (KPAI, BNN, Police), and school principals also directly involved in helping class teachers in helping solve problems learners.Keywords: Policy, Psycho-Educational Guidance Services, Development Tasks

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

scholarly journals Excellence In Business Practices In 21 st Century

2021 ◽  
Author(s):  
Subramanyam P
Keyword(s):  
21St Century ◽  
Business Administration ◽  
Business Leaders ◽  
Master Of Business Administration ◽  
Business Practices ◽  
Global Business ◽  
National Conference ◽  
Use Of Technology ◽  
Institute Of Technology

It is a matter of immense pleasure that Master of Business Administration department of Annamacharya Institute of Technology and Sciences (Autonomous), Rajampet is conducting a Two-day National Conference On" EXCELLENCE IN BUSINESS PRACTICES IN 21st CENTURY”. In the present competitive world, the biggest challenges for business leaders of the next century are going to revolve around coming to understand fully how global business practices have evolved - based on advances in the use of technology as well as the ability to connect with others and to be contacted by others, almost anywhere and anytime.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

scholarly journals 1890th prison reform implementation in the Orenburg Governorate

2016 ◽  
Vol 5 (3) ◽  
pp. 118-122
Author(s):  
Sergey Valentinovich Lyubichankovskiy
Keyword(s):  
Implementation Process ◽  
Russian Empire ◽  
Prison Reform ◽  
Judicial Reform ◽  
Reform Implementation ◽  
Regional Features ◽  
The Status ◽  
The Russian Empire

This paper is about an implementation process of the 1890 law in the Orenburg province for organization of new regional structures of penitentiary management - provincial prison inspection and prison department of provincial board. Specifics of prison reform implementation in the region, the relation of the governor's power to emergence of new bureaucratic structures, features of interaction between the created governing bodies are considered as well as the place taken by representatives of prison administration in regional bureaucratic community after the reform implementation is determined. The conclusion is drawn that implementation of the 1890 law took place in the Orenburg province with essential regional features. Orenburg provincial inspection has been created later (1894) than in the Russian Empire in general because of prolonged implementation of judicial reform (1864) on the territory of the region. However this inspection became more influential than similar organizations in other regions of the Russian Empire as it has subordinated the prison department of the Orenburg provincial board and accumulated all main competences of the sphere of prison case. The status of the Orenburg provincial prison inspector was almost equal to the status of the vice-governor.

Grappling with Change

2013 ◽  
pp. 172-186
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

Challenge-Based Learning Using iPad Technology in the Middle School

2015 ◽  
pp. 238-261
Author(s):  
Christie Bledsoe ◽  
Jodi Pilgrim
Keyword(s):  
Middle School ◽  
Literacy Skills ◽  
Instructional Models ◽  
Technology In The Classroom ◽  
Student Centered ◽  
Use Of Technology ◽  
Challenge Based Learning ◽  
Integration Of Technology ◽  
Hands On Learning ◽  
21St Century Tools

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

2018 ◽  
pp. 1246-1272
Author(s):  
David Ikenouye ◽  
Veronika Bohac Clarke
Keyword(s):  
Integral Model ◽  
Multiple Perspectives ◽  
Technology In The Classroom ◽  
Technology Infrastructure ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Research Questions ◽  
Teachers Attitudes ◽  
Four Quadrant

This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.

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