The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

Author(s):  
Puvaneswary Murugaiah ◽  
Siew Ming Thang ◽  
Hazita Azman ◽  
Radha Nambiar

The role of communities of practice (CoPs) in teacher professional development (TPD) is increasingly recognized. CoPs help teachers in a cohort to reflect on their practices, develop new skills and find motivation through mutual collaboration. With the affordances provided by Web technologies, the potentiality of online CoPs as a means of improving (TPD) has become a reality and is gaining popularity as the flexibility provided help teachers improve their instructional practices. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger's (1998) framework, and investigated their use in the English cohort's TPD. The findings revealed that although key CoP dimensions were present, several factors inhibited teachers' participation in the community. It can be implied that it is crucial to consider these factors in developing online CoPs for teachers in Malaysia.


2005 ◽  
Vol 15 (1) ◽  
pp. 52-75 ◽  
Author(s):  
Peggy A. Ertmer ◽  
Jennifer Richardson ◽  
Jeffry Cramer ◽  
Laura Hanson ◽  
Wenhao Huang ◽  
...  

Current recommendations for achieving high-quality professional development for teachers include the creation of a professional learning community. Key to the success of this approach, however, is the role of the peer mentor or coach. This study examined the experiences and perceptions of 31 professional development coaches in order to highlight the characteristics believed to be essential for success. Results suggest that, while content expertise is perceived to be important, coaches believe that strong interpersonal skills are more critical since, without them, they are unable to use their content knowledge to facilitate changes in teachers’ practice. Suggestions for selecting and training peer coaches are included.


2020 ◽  
Vol 1 (5) ◽  
pp. 92-97
Author(s):  
M. S. KHOKHOLUSH ◽  
◽  
A. A. KHOKHOLUSH ◽  

The article analyzes the needs of the construction industry for qualified personnel, offers a number of recommendations for solving existing personnel issues. There are ten best universities in Russia, on the basis of which it is recommended to develop network forms of training, retraining and advanced training of personnel, distance learning, professional development of teaching staff of universities of architectural and construction orientation. The role of professional and public accreditation of educational programs is analyzed. The issues of attracting practitioners to teaching and the problems that hinder this process are raised.


Author(s):  
Puvaneswary Murugaiah ◽  
Siew Ming Thang ◽  
Hazita Azman ◽  
Radha Nambiar

The role of communities of practice (CoPs) in teacher professional development (TPD) is increasingly recognized. CoPs help teachers in a cohort to reflect on their practices, develop new skills and find motivation through mutual collaboration. With the affordances provided by Web technologies, the potentiality of online CoPs as a means of improving (TPD) has become a reality and is gaining popularity as the flexibility provided help teachers improve their instructional practices. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger's (1998) framework, and investigated their use in the English cohort's TPD. The findings revealed that although key CoP dimensions were present, several factors inhibited teachers' participation in the community. It can be implied that it is crucial to consider these factors in developing online CoPs for teachers in Malaysia.


2019 ◽  
Author(s):  
Saif Said Rashid Al -Abri

When talking about the educational field in Oman, teachers' professional development is a considerable concern. A variety of professional development strategies have been introduced to teachers of English and have been put into practice. Action research is one of these strategies. It is introduced to teachers through a voluntary course, Research for Professional Development (RPD), which is a sixteen-session course and lasts for one semester. This course aims to raise teachers' knowledge and skills of action research in order to support them, as research practitioners, to enhance the quality of their work and to show initiatives in their schools. However, as it is relatively new in this context, this study attempted to explore teachers' beliefs on the values of this course with regard to their professional development and the extent to which these teachers adopted this strategy for their ongoing professional development after the course. The study was conducted in the Dakhiliya region of Oman and the data was collected from eight teachers through a semi-structured interview. The findings indicate a conception of the RPD course as a means to enrich Omani teachers' knowledge and skills of AR. The practical side of the course also raises participants' awareness of the possibilities of improving their work and gives them insights to solving their students' problems through systematic inquiries. This study also reveals that, although participants master this tool, very few of them conduct action research after the course and this is due to the lack of time, heavy responsibilities and lack of support. Therefore, this study raises the issue that although providing teachers with knowledge and skills of PD strategies is essential, enabling them to apply these strategies relies heavily on paying attention to their needs.


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