scholarly journals Technology Integration Models and Frameworks in Teaching and Training

2021 ◽  
Vol 6 (01) ◽  
pp. 3-11
Author(s):  
Jiwak Raj Bajracharya
Keyword(s):  
Technology Integration ◽  
Cognitive Load ◽  
Effective Teaching ◽  
Content Knowledge ◽  
Macro Level ◽  
Extraneous Cognitive Load ◽  
Instructional Guidance ◽  
Specific Goal ◽  
Key Features ◽  
And Training

The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.

The effect of people on the supply chain world: Some overlooked issues

2005 ◽  
Vol 24 (3) ◽  
pp. 197-208
Author(s):  
Matthew W. McCarter ◽  
Stanley E. Fawcett ◽  
Gregory M. Magnan
Keyword(s):  
Information Technology ◽  
Organizational Culture ◽  
Supply Chain ◽  
Technology Integration ◽  
Education And Training ◽  
Educational Programs ◽  
Supply Chain Integration ◽  
Supply Chain Collaboration ◽  
And Training

Some scholars have been so blunt as to claim that information technology is the answer to all the problems facing supply chain managers. We posit that, although information technology integration is necessary for a supply chain to succeed, people are also crucial. We further propose that managers must take into consideration organizational culture and the education and training of employees to facilitate supply chain collaboration and success. We interviewed 51 senior-level supply chain managers across five channel positions. Findings support our position that management of people is crucial to supply chain integration, and that integration is improved through an accommodating organizational culture and training and educational programs. Also from our findings, we supply a prescription for building the supply chain cross-functional manager.

scholarly journals Developing Content Knowledge for Teaching Assessments for the Measures of Effective Teaching Study

2014 ◽  
Vol 2014 (2) ◽  
pp. 1-92 ◽  
Author(s):  
Geoffrey Phelps ◽  
Barbara Weren ◽  
Andrew Croft ◽  
Drew Gitomer
Keyword(s):  
Effective Teaching ◽  
Content Knowledge ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

scholarly journals Effective Teaching and Training

2021 ◽  
Vol 12 (1-2) ◽  
pp. 69-70
Author(s):  
Kedar Dwivedi
Keyword(s):  
Effective Teaching ◽  
And Training

scholarly journals Real Workload-Situated Training in COVID-19 Prevention of General Practice Residents in China: A Situated Cognition Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Rao Xin ◽  
Luo Li ◽  
Su Qiaoli ◽  
Wang Xingyue
Keyword(s):  
Public Health ◽  
General Practice ◽  
Medical School ◽  
Cognitive Load ◽  
Prevention And Control ◽  
Situated Cognition ◽  
Health Training ◽  
Public Health Training ◽  
And Control ◽  
And Training

Objective: The participation of general practice (GP) residents in COVID-19 prevention and control tasks touched workload participation in public health and disease prevention and control and was also a rare, valuable training experience for the residents and research material for medical education. This experience contributed to the understanding of three key points: First, was the content of the COVID-19 prevention task suited to them, or did it overload them in the present? Second, their competence in the COVID-19 prevention task reflected whether the early medical school training was sufficient or not. Third, what can be drawn from this study to promote public health training in the future? This study aimed to explore these issues by conducting a real epidemic situated training (REST) program.Methods: A situated cognition study was designed that included situational context design, legitimate peripheral participation, and the construction of a community of practice. The Task Cognitive Load Scale (NASA-TLX Scale) and self-developed questionnaires were adopted to conduct a questionnaire survey of resident doctors in a GP training program from West China Hospital of Sichuan University, and 183 questionnaires were collected. SPSS 23.0 statistical software was used for the statistical analysis of data.Results: The NASA scale showed that the intensity of field epidemic prevention and control (training) was tolerable. In particular, there was statistical difference in the cognitive load intensity of training before and after the epidemic occurred at different time points (P < 0.05). This shows that they were early trained and well-prepared before sudden outbreak of the COVID-19. Before the outbreak of the epidemic, the public health knowledge and training received came from undergraduate education (83.16%), early residents program training (69.47%), online self-study (49.16%), and continuing education (20.53%).Conclusion: Former medical school education and training at the regulatory training stage have a good effect and enable residents to master the skills required for epidemic prevention and control and to physically and mentally prepare for the task. After this stage, epidemic prevention and control training in real situations will make important contributions to the self-assessment and performance improvement of public health training.

Intrinsic and Extraneous Cognitive Load

2011 ◽  
pp. 57-69 ◽  
Author(s):  
John Sweller ◽  
Paul Ayres ◽  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Extraneous Cognitive Load

PSYCHOLOGICAL AND PEDAGOGICAL COMPONENT IN THE PERSONALITY STRUCTURE OF A NON-PEDAGOGICAL UNIVERSITY TEACHER

2020 ◽  
Vol 68 (4) ◽  
pp. 12-17
Author(s):  
A.K. Iigibaeva ◽  
◽  
A.D Toleukhanova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Human Activity ◽  
Communication Technologies ◽  
Personality Structure ◽  
Modern Education ◽  
Information And Communication ◽  
Key Features ◽  
Human Education ◽  
Education And Development ◽  
And Training

The article is devoted to problems of cybermedicine industry as an innovative pedagogical science.Some aspects of the prerequisites for the formation of cyberspedagogics are considered. The authors give a conceptual series of cyberpedagogics. The article substantiates the necessity of using a cyberontological approach in education, which is effective in solving the actual problems of human education and training in the XXI century. Cyberspace is characterized as a new environment of human activity and a factor of social and intrapsychic changes. The key features of a modern person using information and communication technologies are described. Substantiates the importance of developing a culture of cybersocialization of each person, as well as cybermediary – science of the XXI century – as the basis of organization of modern education with regard to the influence of cyberspace on the processes of learning, education and development. The article analyzes a number of concepts on the problem of cyberspedagogics.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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