scholarly journals THE IMPACT OF EMERGENCY REMOTE TEACHING ON SCIENCE PRE-SERVICE TEACHERS AT THE WEST UNIVERSITY OF TIMIȘOARA

2020 ◽  
Vol LXVIII (2) ◽  
pp. 7-30
Author(s):  
Dana Crăciun
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Learning Assessment ◽  
The West ◽  
Health Crisis ◽  
Creative Solutions ◽  
Future Science ◽  
Teaching Learning ◽  
The Impact ◽  
Assessment Activities

According to the UNESCO reports, the health crisis caused by SARS-COV-2 affected more than 1.7 billion students from around 150 countries worldwide this past spring. Teachers at all levels of education were forced to switch to digital resources and tools and were required to transition and adapt promptly to remote teaching. This transition took place also within the Teacher Training Department at the West University of Timisoara. Teachers together with their students had to find pragmatic, technology-based, creative solutions that would allow them to carry out the remote teaching, learning and assessment activities at a level that would ensure the development of the desired skills and the achievement of the desired learning outcomes. This paper explores the way in which the teaching, learning, and assessment activities have been adapted for emergency remote teaching at the West University of Timisoara. We focus on the first and second levels of the Teacher Training Program offered to future science teachers at this university. We present the adopted strategies, communication tools, and the applications used to deliver the proposed teaching, learning, and assessment activities. Furthermore, we identify the most common technological and pedagogical difficulties encountered throughout these activities, as well as the future science teachers’ concerns regarding the transition to remote teaching. We conclude that the health crisis has had both negative and positive influences on the training process of future science teachers at the West University of Timisoara, providing a unique opportunity that allowed both teachers and their students to jointly discover effective remote teaching-learning-assessment approaches.

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2021 ◽  
Vol 1 (2) ◽  
pp. 91-101
Author(s):  
Aminah Aminah ◽  
Dinda Aprilia Alamanda ◽  
Erfiani Erfiani ◽  
Wahyuni Kencana Wati ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Literature Review ◽  
English Language ◽  
English Language Teaching ◽  
Learning Assessment ◽  
Easy Access ◽  
English Learning ◽  
Learning Assessments ◽  
Library Research ◽  
Teaching Learning ◽  
The Impact

This study aims at investigating the impact of the use of Edmodo on the digital class in the English learning assessment. This type of research is the method library research.  This study uses journals and articles as reference to collecting data. To answer the literature review, the writer used data that is collected, studied, and treated then combined to get valid and relevant results by using the Internet as a medium to obtain data. In this paper there are three parts used to respond to the literature review: Terminology of Edmodo, Teaching Learning Process and Edmodo, and Edmodo Impact. Research shows that Edmodo's impact on digital classes in the English learning assessments  students in the form of learning and made it easier for teachers to convey lessons, content, tasks, and file sharing easy access to all students. And with CBT, it makes it easier for teachers to assess a student's work with computer help. Edmodo became another evaluation so that the results of the examination were objective and accurate. Through Edmodo as a student's performance assessment mode, there is no cheating that students do in studying because students are working independently

Our Space Our Future – Space Careers for everyone!

2020 ◽  
Author(s):  
Maria Luísa Almeida ◽  
Rosa Doran
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Role Models ◽  
Daily Life ◽  
Evaluation Study ◽  
Space Science ◽  
Related Field ◽  
Young Students ◽  
The Impact

<p>Our Space Our Future – Space Careers for everyone!</p> <p>Our Space our Future (OurSpace), an H2020 Project, visions a society that enables and empowers all students, regardless of gender, ethnicity, disability or socio-economic background, to consider a career related to space science as a relevant, attainable and exciting aspiration for their future.</p> <p>The OurSpace project is designing and running sustainable education and outreach activities, and taking these out into communities, ensuring that underserved audiences are embraced and integrated into the project. These actions aim to foster the interest of young students in space-related topics and show them how space impacts their daily life, even though they might not be aware of it. Working closely with teachers and educators, OurSpace helps them develop attractive interdisciplinary activities that raise their interest in STEAM subjects.</p> <p>The project encompasses space science, industry and careers globally, but there is a strong focus on planetary sciences since it is one of the first space topics in primary school and is also easily related to the curriculum later on.</p> <p>There are three main lines of action: school activities, family and community events, and teacher training. Strategies have been outlined by the consortium to make sure we reach students/families/communities that have less opportunities to be exposed to this theme.</p> <p>Schools are being chosen taking into account indicators of disadvantage status such as FSM, geographical isolation, number of immigrants. Activities are planned to be interdisciplinary,  interactive and inquiry-based, such as doing workshops on space subjects with non-science teachers, having students designing missions collaboratively, designing accessible activities for a range of ages and abilities.</p> <p>Events are being prepared to make space relevant to family/community daily life - getting role models from the local school or community,  that challenge gender and other stereotypes; having students co-creating activities with family and community; preparing events that explore space science but does not mention it explicitly.</p> <p>Teachers are the key link to students, families and community, so there is a big emphasis on teacher training. Working closely with teachers, we can support them, prioritize inclusion, co-create inspirational activities, and open a door to the future.</p> <p>Space is a stable growing sector, that provides many career opportunities for young students. However, few young people consider pursuing a career in a space-related field. We want to inspire our students, families and communities, guiding them towards new paths they didn’t know were available.</p> <p>OurSpace will engage over 60,000 people across the programme, with a longitudinal evaluation study that explores improved scientific literacy, interest and confidence in space science themes and assesses the impact on space-related and STEM choices and career aspirations of 5,000 directly-participating students across 4 delivery countries.</p>

scholarly journals Student’s Perceptions Regarding Assessment Changes in a Fluid Mechanics Course

2019 ◽  
Vol 9 (2) ◽  
pp. 152 ◽  
Author(s):  
Teresa Sena-Esteves ◽  
Cristina Morais ◽  
Anabela Guedes ◽  
Isabel Brás Pereira ◽  
Margarida Marques Ribeiro ◽  
...  
Keyword(s):  
Fluid Transport ◽  
Collaborative Work ◽  
Transport Systems ◽  
Learning Assessment ◽  
Traditional Teaching ◽  
Course Content ◽  
Single Moment ◽  
Teaching Learning ◽  
The Impact ◽  
Student's Perceptions

The main objective of this study is to evaluate students’ perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students’ grades and attendance at theoretical classes is also analysed, and the results show that students’ attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students’ intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.

scholarly journals El desarrollo y movilización de competencias reflexivas en la formación de docentes de la Escuela Normal Oficial “Dora Madero”

2019 ◽  
pp. 9-15
Author(s):  
Francisco Enrique García-López ◽  
María Magdalena Hernández-Valdez ◽  
Luis Alberto Luna-García ◽  
Moisés Fuentes-Flores
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Teacher Training ◽  
Cognitive Ability ◽  
Learning Environments ◽  
Learning Process ◽  
Metacognitive Skills ◽  
Educational Models ◽  
Teaching Learning ◽  
The Impact

The teaching-learning process implies a reflexive approach to the act of teaching. Reflection is an essential component of all processes inherent in teacher training. It is essential to encourage it to potentiate the development of cognitive and metacognitive skills. Current approaches imply that trainers trainers transform their practice and teachers in training develop various skills to meet the challenges of implementing educational models. The study is descriptive, correlational and factorial, and is also based on action research. The problematic part of the various tensions about the development of metacognitive skills, (reflection of learning. Reflection in and about reflective action and practice. In teacher training, reflection processes have been strengthened, therefore, this study It was carried out to identify the factors that facilitate the development of these skills, the variables that are related, the impact of the processes in the development of competences and to know the actions that teachers perform in learning environments. It has gained a significant boom in higher education institutions because the importance of developing this important cognitive ability is being recognized.

scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

Simultaneous Usage of Methods for the Development of Experimental Competences

2016 ◽  
Vol 7 (1) ◽  
pp. 48-65 ◽  
Author(s):  
Gustavo Alves ◽  
Clara Viegas ◽  
Natércia Lima ◽  
Ingvar Gustavsson
Keyword(s):  
Learning Assessment ◽  
Teaching Learning ◽  
Virtual Resources ◽  
The Impact ◽  
Development Of Students

This work reports a didactical implementation addressing the development of students' competences on DC circuits. Teacher' approach focus on the use of simultaneous teaching/learning/assessment resources and methods in order to improve students' abilities of adapting and dealing with available tools to solve real practical problems. The impact this didactical implementation was measure in terms of students' perception, usage and learning results. The results indicate that students clearly benefit from the use of virtual resources, in developing their skills, including the associated calculus, although the majority of students do not immediately understand it. This design represents a long-term vision, and, with some adjustments, some identified in this work, this course may become more effective in improving students' learning.

Contemporary Qur'anic Studies in Iran and its Relationship with Qur'anic Studies in the West

2012 ◽  
Vol 14 (1) ◽  
pp. 45-72
Author(s):  
Morteza Karimi-Nia
Keyword(s):  
Islamic Law ◽  
Human Sciences ◽  
The West ◽  
Communications Technologies ◽  
Religious Learning ◽  
The Status ◽  
Islamic Republic Of Iran ◽  
Almost All ◽  
The Impact ◽  
The Relationship

The status of tafsīr and Qur'anic studies in the Islamic Republic of Iran has changed significantly during recent decades. The essay provides an overview of the state of Qur'anic studies in Iran today, aiming to examine the extent of the impact of studies by Western scholars on Iranian academic circles during the last three decades and the relationship between them. As in most Islamic countries, the major bulk of academic activity in Iran in this field used to be undertaken by the traditional ʿulamāʾ; however, since the beginning of the twentieth century and the establishment of universities and other academic institutions in the Islamic world, there has been increasing diversity and development. After the Islamic Revolution, many gradual changes in the structure and approach of centres of religious learning and universities have occurred. Contemporary advancements in modern sciences and communications technologies have gradually brought the institutions engaged in the study of human sciences to confront the new context. As a result, the traditional Shīʿī centres of learning, which until 50 years ago devoted themselves exclusively to the study of Islamic law and jurisprudence, today pay attention to the teaching of foreign languages, Qur'anic sciences and exegesis, including Western studies about the Qur'an, to a certain extent, and recognise the importance of almost all of the human sciences of the West.

Faiza Ambah's Mariam and the Embodied Politics of Veiling in France

Paragraph ◽  
2019 ◽  
Vol 42 (3) ◽  
pp. 333-350
Author(s):  
Kaya Davies Hayon
Keyword(s):  
The West ◽  
Everyday Lives ◽  
Embodied Experiences ◽  
Primary Means ◽  
The Veil ◽  
Islam And Secularism ◽  
The Impact

This article argues that Mariam uses its eponymous heroine's lived and embodied experiences of veiling to explore the impact of French secular legislation on Muslim schoolgirls' everyday lives in France. Interweaving secularism studies, feminism and phenomenology, I argue that the film portrays the headscarf as the primary means by which its protagonist is able to resist male patriarchal authority and negotiate her hybrid subjectivity. I conclude that Mariam offers a nuanced representation of veiling that troubles the perceived distinctions between Islam and secularism, oppression and freedom, and the veil and feminism in France and the West.

DAMPAK PROGRAM DIKLAT ONLINE TIK GURU PUSTEKKOM TERHADAP AKSESBILITAS KONTEN PEMBELAJARAN PADA FITUR RUMAH BELAJAR

2018 ◽  
Vol 19 (2) ◽  
pp. 84
Author(s):  
Eni Susilawati
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Online Training ◽  
Research Approach ◽  
Intensity Level ◽  
Web Based ◽  
Learning Content ◽  
Open Questions ◽  
Ict Training ◽  
The Impact

The research objective is to analyze the impact of the participation of online  ICT teacher training to increase the number of accessibility the learning content of features in Rumah Belajar. This research used the quantitative research approach with descriptive quantitative analysis methods to be able to describe how the increase in accessibility features of Rumah Belajar and utilization in learning in school. Samples were selected in this study are all online training participants at 15 locations online training that has been conducted by Pustekkom in 2015 and 2016 in 2015. The data was collected using a questionnaire and a list of open questions in accordance with the purpose of research. The results showed that 1) online ICT teacher training participants, after completing the Pustekkom  training online  using become more motivated to access other feature in Rumah Belajar; 2) The order of the percentage of the intensity level of accessibility to the other features of Rumah Belajar are: Sumber Belajar 23%, BSE 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% and Karya Komunitas 2%, and ICT training online using the application PKB Rumah Belajar can be used as a reference for efforts to develop a web-based learning applications, in particular for the development of Rumah belajar portal belongs Pustekkom Kemendikbud. Tujuan penelitian yaitu untuk menganalisis dampak keikutsertaan diklat online  TIK guru Belajar terhadap peningkatan jumlah aksebilitas konten pembelajaran pada fitur-fitur rumah belajar. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode analisis kuantitatif secara deskriptif untuk bisa menggambarkan bagaimana peningkatan aksesbilitas fitur-fitur rumah belajar dan pemanfaatannya dalam pembelajaran di sekolah. Sampel yang dipilih dalam penelitian ini adalah semua peserta diklat online  pada 15 lokasi diklat online yang telah dilaksanakan oleh Pustekkom pada tahun 2015 dan 2016. Pengumpulan data menggunakan kuesioner dan daftar pertanyaan terbuka sesuai dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa 1) peserta diklat online TIK Guru, setelah mengikuti diklat online Pustekkom, menjadi lebih termotivasi untuk mengakses fitur-fitur lainnya dalam Rumah Belajar; 2) Urutan prosentase tingkat intensitas aksesbilitas terhadap fitur-fitur Rumbel selain Pengembangan Keprofesian berkelanjutan (PKB) adalah: Sumber Belajar 23%, Buku Sekolah Elektronik (BSE) 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% dan Karya Komunitas 2%; dan 3) diklat online TIK menggunakan aplikasi PKB. Rumah belajar bisa dijadikan referensi bagi upaya pengembangan aplikasi pembelajaran berbasis web, khususnya bagi pengembangan portal Rumah Belajar milik Pustekkom Kemendikbud.

Sign in / Sign up

Export Citation Format

Share Document