scholarly journals Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study

10.28945/3225 ◽  
2008 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Secondary Education ◽  
Student Teachers ◽  
Conceptual Understanding ◽  
Teaching Practice ◽  
Teaching Method ◽  
Educational Practice ◽  
School Level ◽  
Learner Centered ◽  
Secondary School Level ◽  
Information And Communication

Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching practice at the secondary school level. The goal is to explore student teachers’ learning processes when practicing the method and critical factors of success.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

scholarly journals Enhancing learners’ reading habits through reading bags at secondary schools

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Mahlapahlapana Themane ◽  
Tsebe Wilfred Molotja
Keyword(s):  
Reading Strategies ◽  
Teaching Practice ◽  
Study Data ◽  
School Level ◽  
Reading Habits ◽  
Secondary School Level ◽  
Good Reading ◽  
Problem Solving Strategies ◽  
Spss Software ◽  
Method Approach

The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.

scholarly journals Oral Expression as A Tool Towards the Teaching of Literature in French at The Secondary School Level in Nigeria

2021 ◽  
pp. 159-165
Author(s):  
Mary Effiong NYONG
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Level ◽  
Language Teacher ◽  
Secondary School Level ◽  
Teacher Needs ◽  
Information And Communication ◽  
Oral Expression ◽  
Set Up

The position and roles of the language teacher have changed a lot in the globalised world of Information and Communication Technology (ICT). This is to say that with the upsurge of ICT the relevance of the teacher is threatened. Thus the language teacher needs to change from the stereotype methods of teaching and apply all available resources to achieve his goals. It is the intention of this paper to present a discussion on how oral expression can be used to effectively teach literature in French at the Secondary School level in an Anglophone set-up.

scholarly journals Application of Information Communication Technology at Secondary School Level and Its Practices

2021 ◽  
Vol VI (I) ◽  
pp. 253-260
Author(s):  
Navid Jamil Malik ◽  
Iftikhar Ahmad Baig ◽  
Rashid Minas
Keyword(s):  
Communication Technology ◽  
Educational Institution ◽  
Information And Communications Technology ◽  
School Level ◽  
Information Communication ◽  
Technology Program ◽  
Punjab Province ◽  
Secondary School Level ◽  
Information And Communication ◽  
Established Fact

At this point, it is a well-established fact that information and communications technology (ICT) is the most valuable source of power and attractiveness behind all types of knowledge-driven businesses worldwide. The availability of good, well-organized, well-equipped computer labs and highly-trained and dedicated ICT professionals in a variety of subjects inside the educational institution is an indispensable condition for the professional application of ICT in several societal areas. Specifically, this study aims to investigate the use and acceptability of information and communication technology (ICT) in secondary schools throughout the Punjab province. Participants included high school teachers as well as students from different regions of Punjab province. The study findings investigated the constraints and flaws in the implementation of the information technology program. It also shows that other challenges, such as power outages, can obstruct students from achieving their educational objectives.

Developing student teachers’ approaches to group teaching in placement learning

2019 ◽  
Vol 15 (5b) ◽  
pp. 45
Author(s):  
Pham Duc Hiep
Keyword(s):  
Student Teachers ◽  
Small Group ◽  
Teaching Practice ◽  
Rating Scale ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Small Group Teaching ◽  
Pedagogical Content ◽  
Teaching Learning ◽  
Placement Learning

The purpose of this research aims to develop teaching methodology of pedagogical students through small-group teaching practice in group of 4-5 students. All activities that have been conducted by researching the lesson to advance the teaching method of students are: (1) setting goals: identify specific student needs and formulate curricular goals, (2) plans: develop lesson plans; devise data  -collection strategies; rationalize the approach; anticipate students’ responses, (3) implementation: one or two members of the team teach the public lessons in high schools where students from University of Education have placement learning, while other members observe  and collect data, such as video documentation and working samples, (4) debrief: analyze collected data; discuss about students’ learning, teachers’ teaching, relative pedagogical content learning. We used Kobo software and Maastricht-Peer Activity Rating  Scale in order to observe and evaluate the teaching  –  learning activities in small group of students. The results show that using reflection thinking while teaching by small group would help students to improve their teaching methods more efficiently.

scholarly journals A pedagogic approach by contextual immersion

2020 ◽  
Author(s):  
Samuel Ismael Billong IV ◽  
Bernabé Batchakui ◽  
René Simo Nono ◽  
Georges Kouamou
Keyword(s):  
Information And Communication Technologies ◽  
Real Life ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
School Level ◽  
Secondary School Level ◽  
Real Life Situation ◽  
Information And Communication ◽  
Competency Based ◽  
Sub Saharan

In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation.  This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.

scholarly journals Implementation of ICT in Secondary Education: A Case Study of District Ghotki, Sindh

2016 ◽  
pp. 60-73
Author(s):  
Asif Ali Shah Et al.,
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Level ◽  
Current Status ◽  
Strong Impact ◽  
Sindh Province ◽  
Information And Communication ◽  
Conducting Research ◽  
Basic Infrastructure

This research aims to investigate the initiatives of Federal and Provincial Governments concerning the implementation of Information and Communication technology (ICT) projects in Secondary Education. The main objective of this study is to investigate the actual implementation of ICT projects at secondary school level in Sindh province by selecting district Ghotki as a case study. While conducting research, it was observed that out of forty secondary schools in district Ghotki, only thirteen schools were selected for introduction of ICT by the Education Department. Initially, this research focused on identification of the current status of resources allocation pertinent to ICTs at each secondary school, later on, an attempt was made to identify the parameters responsible for successful and unsuccessful implementation of ICT projects in district Ghotki. The research findings determine that although, students enthusiasm and basic infrastructure are present, however, unavailability of electricity and absence of maintenance expenditure for ICT laboratories, appeared as key factors concerning the unsuccessful implementation of ICT projects in a secondary school of distinct Ghotki. This suggests that these two barriers have a strong impact on lowering students' interests in opting for computer science as a major subject for class IX and onwards. Finally, this study concludes with some recommendations to overcome these problems for successful implantation of ICT at secondary school system of Sindh province.

scholarly journals Imagining the Intra-connections in Geography Education through the Notion of Place

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Krystle Ontong
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Conceptual Understanding ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Geography Education ◽  
Social Phenomena ◽  
Global Environmental ◽  
Big Ideas ◽  
Point Of Departure

One of the challenges facing geography educators at higher education institutions in South Africa is to prepare students by providing them with an integrated conceptual and pedagogical toolkit that would adequately equip them to teach a type of geography that is current and relevant to local (but also global) environmental and social phenomena. As an intra-disciplinary science, Geography offers multiple avenues for fostering this type of integration, yet as argued elsewhere, [1] because of a fragmented school Geography curriculum, teacher educators struggle to foster holistic and integrated learning among novice student teachers. In fact, academic geographers most often privilege their own field of specialisation rather than work towards integration [2]. Ultimately, this perpetuates a fragmented teaching practice and conceptual understanding of geographical phenomena. This paper provides a theoretical exploration to demonstrate how Geography Education could retain its holistic nature and advance integration by (re)turning to its own intra-disciplinarity. It was found that the notion of “place” (one of Geography’s big ideas) could serve as a potential point of departure for fostering integrated thinking in the discipline. The argument is made that place-based approaches offer fertile avenues to pursue in Geography Education programmes for equipping student teachers with a holistic conceptual and pedagogical toolkit.

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

2015 ◽  
Vol 32 (3) ◽  
pp. 259-271
Author(s):  
Sithulisiwe Bhebhe ◽  
Tawanda Runhare ◽  
Ratau John Monobe
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Case Study Research ◽  
School Level ◽  
Primary School Teacher ◽  
Music Student ◽  
Music Specialist

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

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