scholarly journals Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Mashael Abdulrahman Al-Qaraawi ,  Abu Bakr Yousef Ghannam
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Interactive Whiteboard ◽  
Highly Qualified ◽  
School Teachers ◽  
Secondary Stage ◽  
Design Activities ◽  
Technological Competencies

    The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.    

scholarly journals The reality of using Islamic Sciences secondary school teachers Collaborative websites in the secondary schools in their teaching practices، and a proposal to activate it: واقع توظيف معلمات العلوم الشرعية بالمرحلة الثانوية لمواقع الويب التشاركية في ممارساتهن التدريسية، وتصور مقترح لتفعيلها

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Mona Shabab Elmetarey
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Survey Method ◽  
Average Score ◽  
School Teachers ◽  
Secondary Stage ◽  
Third Dimension ◽  
Descriptive Survey

  The present study aimed to investigate the reality of employing the teachers Islamic Sciences at the secondary stage of the Collaborative websites in their teaching practices, and to visualize a proposal to activate it. The study followed the descriptive Survey method. A questionnaire was applied to a sample of (206) teachers of Islamic Sciences in the secondary stage in Riyadh. The results of the study found that the degree of employment of Islamic Sciences teachers in the secondary stage of the participatory websites as a whole came in a medium degree with an average of (2.71),the study reached the first dimension was: YouTube ranked first with an average of (3.09) with a (medium) approval, while the fourth dimension was: Tweet The third dimension was: blogs ranked third with an average score of (2.60) with a (weak) approval level. The second dimension: wikis came in last place with an average of (2.53) With a low approval level. The study also presented a suggested proposal for activating Collaborative websites in the educational process.    

scholarly journals The effectiveness of using distance learning from the viewpoint of secondary school teachers in the period of the Corona pandemic – A comparative study between the Hashemite Kingdom of Jordan and the Syrian Arab Republic –: فاعلية استخدام التعلم عن بعد من وجهة نظر مدرسي المرحلة الثانوية في فترة جائحة كورونا – دراسة مقارنة بين المملكة الأردنية الهاشمية والجمهورية العربية السورية –

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Alaa Fareed Ibdah
Keyword(s):  
High School ◽  
Distance Learning ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Years Of Experience ◽  
School Teachers ◽  
Syrian Arab Republic ◽  
State Factor

The aim of the study is to explore the effectiveness of distance learning from the viewpoint of high school teachers in the educational process in the Hashemite Kingdom of Jordan and the Syrian Arab Republic within the Corona pandemic, and study the significance of differences in the effectiveness of distance learning according to the gender variable, specialization and years of experience. To achieve the goals of the study, the researcher prepared a questionnaire to survey the views of teachers about the effectiveness of distance learning and prepare it electronically, and applied it to a random sample consisting of (300) teachers and schools in the Hashemite Kingdom of Jordan in Irbid Governorate, and (300) teachers and schools in the Syrian Arab Republic in Aleppo Governorate. Results showed: The effectiveness of distance learning in the Corona pandemic period was lower than the average for the study sample, There are statistically significant differences in the extent of the effectiveness of distance learning in the educational process due to the state factor and to the Hashemite Kingdom of Jordan, There are statistically significant differences in the effectiveness of distance learning in the educational process due to the sex factor and in favor of females, There are statistically significant differences in the extent of the effectiveness of distance learning in the educational process due to the specialty factor and in favor of theoretical major, There are statistically significant differences in the effectiveness of distance learning in the educational process due to the factor of years of experience in favor of (from 5 to 10 years) followed by (less than 5 years) and then (more than 10 years).

scholarly journals The reality of employing the mathematics lab and its relationship to developing geometrical proof skills among high school students

2021 ◽  
Author(s):  
Gehan Ahmed Mahmoud Alshafey ◽  
Sara Saad Aldosary
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Point Of View ◽  
School Teachers ◽  
School Students ◽  
Geometrical Proof ◽  
Female Teachers ◽  
Secondary Stage

Abstract The study aimed to reveal the reality of employing the mathematics laboratory and its relation to the development of geometrical proof skills among high school students. Descriptive and semi-experimental methods were used to answer the research questions, and the study conducted a questionnaire administered to the secondary school teachers aimed at revealing the reality of employing the mathematics laboratory from their point of view and a list of geometrical proof skills necessary for high school students. A random sample was selected and represented by the research community that includes female teachers and female students in the secondary stage in Jubail city. The research sample consisted of (12 teachers and 58 students) divided into two groups, the first group included 28 students who studied geometrical proof by employing the mathematics laboratory, and the second group included 29 students who studied geometrical proof without employing the mathematics lab. The results showed that the reality of employing the mathematics laboratory from the point of view of the secondary school teachers in Jubail city was generally moderate, as there are statistically significant differences at the level of (0.01) of the means of scores between the first group and the second group in the skill of inferring relationships and the skill of the evaluation of proof due to the employment of the mathematics laboratory.

scholarly journals The Reasons of the Reluctance of Secondary School Teachers in the Province of Houtat Bani Tamim Of Leadership Positions in The Schools of The Province

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Nourah Mohammed Al- Tamimi
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary Teachers ◽  
Analytical Approach ◽  
Secondary School Teachers ◽  
Leadership Positions ◽  
School Teachers ◽  
General Average ◽  
Academic Qualifications

This research aimed to recognize the reasons made the high school teachers (female) in Houtat Bani Tamim province abstains from the leadership's positions at the institutions that they are working in. And to achieve the goals of the research the descriptive analytical approach was used, while the study tool was an electronic questionnaire distributed among a random simple sample which consisted of (93) secondary teachers. The study revealed that the arithmetic averages of the responses of the study sample on the axis of reasons for abstention from leadership positions ranged between (2.62) and (3.94) with a general average of (3.46) (3.45) and (4.31) with a general average of (3.92). The results of the study on the analysis of mono- variance showed that there were no statistically significant differences due to differences in academic qualifications and years of experience. This reflects the agreement of the sample members of the secondary school teachers on the reasons of abstention of leadership positions.

scholarly journals SCHOOL INDICATORS OF ENCOURAGING HUMANISTIC EDUCATION OF ADOLESCENTS

TEME ◽  
2017 ◽  
pp. 587
Author(s):  
Bisera Jevtić ◽  
Marija Jovanović
Keyword(s):  
Secondary School ◽  
Prosocial Behavior ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Modern World ◽  
Prosocial Behaviour ◽  
School Teachers ◽  
Humanistic Education ◽  
Positive Effect

Encouragement of humanistic education through the lens of prosocial behavior of adolescents is a complex and extensive issue of the modern world. Prosocial behaviour can indirectly affect the achievement of pupils at school through its connection with some academically relevant forms of behaviour which lead to success at school and work. Also, this connection can be explained by the teacher’s preferences of prosocial pupils, which is reflected in the teacher’s expectations and behaviour towards pupils, as well as the evaluation of their work. Besides, prosocial behaviour can also directly affect pupils since the prosocial interaction of peers can have a positive effect on the intellectual exchanges between pupils, which contributes to a more successful learning process. Taking into consideration the significance and role of the school and teachers, as representatives of the educational process, in encouraging prosocial behaviour in the young at secondary schools, we face a problem: Do secondary school teachers encourage prosocial humanistic behaviour of the young, by what actions and activities are they guided in the process and how does that reflect on the behaviour of pupils? This study tried to give some answers related to this problem in the field of education.

scholarly journals SOME RESULTS OF RESEARCH IN THE FIELD OF DIGITAL COMPETENCE FORMATION OF GENERAL EDUCATIONAL INSTITUTIONS TEACHERS

2021 ◽  
pp. 149-165
Author(s):  
Nataliia Morze ◽  
Mariia Vasylenko ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Problem ◽  
School Management ◽  
Competence Development ◽  
Educational Process ◽  
School Level ◽  
Digital Competence ◽  
School Teachers ◽  
Methodological Guidelines

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.

scholarly journals Perceptions of teachers for interactive whiteboard (the sample of Çanakkale city)

2014 ◽  
Vol 4 (4) ◽  
pp. 41-58 ◽  
Author(s):  
Dinçer Temelli ◽  
Salih Zeki Genç
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Teachers ◽  
Volunteer Teachers ◽  
Positive Attitudes ◽  
Long Time ◽  
Teachers Attitudes

The purpose of this study is to examine secondary school teachers' attitudes towards the Interactive Whiteboard (IWB). This study tries to reveal teachers' attitudes towards the IWB and the effects of gender, age, daily and weekly usage of the IWB on these attitudes. The search group consists of130 volunteer teachers who work in Çanakkale province in the 2012-2013 academic years. The data was collected via "Interactive Whiteboard Attitude Scale". The results of the research shows that the teachers promote positive attitudes towards the IWB and those attitudes doesn't change according to the age or gender. The study indicates that teachers develop positive attitudes towards IWB and there are no essentially age or gender differences in the attitudes of teachers towards IWB. It is clear in the study that the teachers who have used IWB for a long time and who have spent more time on IWB in a week have built more positive attitudes towards educational and motivational effects of IWB.

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

scholarly journals Secondary school teachers' perceptions of interactive whiteboard training workshops: A case study from Taiwan

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Horng-Ji Lai
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Data ◽  
Interactive Whiteboard ◽  
Learning Theories ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Promising Tool ◽  
Adult Learning Theories ◽  
Central Taiwan

<span>The purpose of this study was to explore secondary school teachers' perceptions of interactive whiteboard (IWB) training workshops in Taiwan. This study also sought to identify potential problems associated with the design of IWB training workshops in order to improve their effectiveness. This research employed observations and interviews to collect research data. Observations were made at the training sites, and interviews were conducted with six secondary school teachers from two junior high schools located in central Taiwan. The research data suggest that teachers valued the benefits of using IWBs in classrooms and recognised the necessity of attending training workshops. The teachers also emphasised that knowing practical IWB uses was extremely important and helpful to them to integrate this promising tool meaningfully into their teaching. As a consequence of the research some suggestions have been provided for the purpose of improving the quality of training workshops based on adult learning theories.</span>

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