scholarly journals Cultural Processes and Teacher-Educators’ Technology Knowledge and Skills at Makerere University

2020 ◽  
Vol 2 (3) ◽  
pp. 825-837
Author(s):  
David Kakeeto ◽  
Anthony Muwagga Mugagga ◽  
Ronald Bisaso
Keyword(s):  
Leadership Styles ◽  
Teacher Educators ◽  
Teaching Experience ◽  
School Of Education ◽  
Digital Competence ◽  
Knowledge And Skills ◽  
Makerere University ◽  
Technology Knowledge ◽  
Institutional Values ◽  
Cultural Processes

The study was set out to examine the influence of cultural processes on teacher educators’ digital competence at School of Education, Makerere University, and Kampala Uganda. A case study design was employed taking a quantitative approach. Objectives of the study were to establish how individual and institutional values influence teacher educators’ technology knowledge and skills at Makerere University. Participants were teacher trainers from School of Education and data were collected using a self administered questionnaire. Data were analyzed using; ANOVA, Pearson Product moment Correlation coefficient and Regression. It was found out that: both individual and institutional values have got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; individual values in form of: level of education, teaching experience, attitude or belief and disciplinary background are very fundamental in promoting teacher educators’ technology skills and knowledge; institutional values in form of: leadership styles, policy guidelines, curriculum and structural facilities are critical aspects in promoting teacher educators’ technology knowledge and skills. It was recommended that The School of Education should develop an evaluative instrument to regularly assess the extent to which ICTs have promoted teaching and learning, University administrators should change their leadership styles, adopt transformational leadership style according because results indicated that it promotes teacher educators’ technology knowledge and skills

scholarly journals Curriculum Design and Teacher Educators’ Digital Competence: Promoting Learner-Centered Teaching Approach in Higher Institutions of Learning

2020 ◽  
Vol 2 (3) ◽  
pp. 838-844
Author(s):  
David Kakeeto ◽  
Anthony Muwagga Mugagga ◽  
Ronald Bisaso
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Positive Influence ◽  
School Of Education ◽  
Digital Competence ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Teacher Trainers ◽  
Evaluative Instrument

The study was set out to establish how curriculum design influences teacher educators’ digital competence at Makerere University. It was hypothesized that, curriculum design influences teacher-educators’ digital competence. A case study design was employed taking a quantitative approach. Participants were teacher trainers from School of Education and data were collected using a self-administered questionnaire. Data were analyzed using Pearson Product moment Correlation coefficient. Results indicated that, curriculum design and development has got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; any curriculum that does not include technology knowledge and skills is not aimed at addressing the needs of the 21st century learners, whom we refer to as digital natives and therefore all institutions must take ICT integration as a fundamental component of today’s teaching and learning. And it was recommended that; The School of Education should develop an evaluative instrument to regularly assess the extent to teacher trainers in all departments implement technology knowledge and skills in teaching and learning process.

scholarly journals Exploring Digital Technology Framework: Through the Lenses of a Qualitative Study

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Saiful Izwan Zainal ◽  
Rahimah Saimin
Keyword(s):  
Digital Technology ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Rural Setting ◽  
Case Study Approach ◽  
Digital Competence ◽  
Study Approach ◽  
New Methods ◽  
Use Of Technology

The need for technologically inclined teachers has emerged as society has become more and more digitized, emphasizing the need for new methods when it comes to incorporating technology into education. Teacher educators have a dual obligation in this regard; they should not only be able to use technology for their own teaching but should also contribute to the growth of the technical digital competence of teachers. The primary goal of this study is to investigate the nature of cognitions of Malaysian teachers regarding (using) digital technology (DT) in English as a Second Language (ESL) literacy instruction. The research employs an exploratory case study approach, focusing on three teachers in Malaysia in a rural setting. The teachers were observed and interviewed, and the findings indicate that while these educators believe in DT's ability to enhance teaching, they are skeptical about the adoption of the use of technology. The results suggest that teaching experience generates knowledge of teaching strategies and shapes the teaching practices of teachers.   Keperluan untuk guru yang cenderung teknologi telah muncul ketika masyarakat menjadi semakin ‘digital’, menekankan perlunya kaedah baru ketika mengintegasikan teknologi ke dalam pendidikan. Pendidik guru mempunyai kewajiban tambahan dalam hal ini; mereka bukan sahaja perlu menggunakan teknologi untuk pengajaran mereka sendiri, tetapi juga harus menyumbang kepada pertumbuhan kecekapan digital teknikal guru pelatih. Matlamat utama kajian ini adalah untuk menyelidiki sifat kognisi guru Malaysia mengenai (dan penggunaan) teknologi digital (DT) dalam subjek Bahasa Inggeris sebagai Bahasa Kedua (ESL). Penyelidikan ini menggunakan pendekatan kajian kes eksploratori, dengan memberi tumpuan kepada tiga orang guru di Malaysia di beberapa sekolah luar bandar. Para guru dicerap dan diwawancara, dan penemuan menunjukkan bahawa walaupun para pendidik ini percaya pada kemampuan DT untuk meningkatkan pengajaran, namun mereka skeptikal tentang penerapan penggunaan teknologi. Hasilnya menunjukkan bahawa pengalaman mengajar menambahkan pengetahuan mengenai strategi pengajaran dan membentuk amalan pengajaran guru.

scholarly journals Conditions for professional digital competence: the teacher educators’ view

2021 ◽  
pp. 1-20
Author(s):  
Maria Lindfors ◽  
Fanny Pettersson ◽  
Anders D. Olofsson
Keyword(s):  
Teacher Educators ◽  
Digital Competence

The Quest for a Mainstream EAL Pedagogy

2009 ◽  
Vol 111 (9) ◽  
pp. 2179-2208
Author(s):  
Penny Haworth
Keyword(s):  
Primary Schools ◽  
Teacher Educators ◽  
Classroom Interaction ◽  
Teaching Experience ◽  
Professional Lives ◽  
Mainstream Teachers ◽  
School Year ◽  
Regular Class ◽  
The Individual ◽  
Class Teacher

Background/Context Previous research shows that class teachers often have little training to teach students with English as an additional language (EAL), so they may operate on a trial-and-error basis, become frustrated easily, feel negative, and have little confidence in their ability to be successful with EAL students. In addition, mainstream teachers may be reluctant to prioritize relevant professional development if there are just a few EAL students in the class. Teacher educators may therefore struggle to help these teachers, particularly because the existing literature seldom provides any guidance on how to adapt effective EAL pedagogic frameworks for use in a busy mainstream class setting. Purpose This inquiry sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. Setting The investigation was undertaken in four primary schools in the central North Island of New Zealand, a region that characteristically has just small numbers of EAL students. Each of these schools became the setting for the study for one term over the course of a four-term school year. Participants In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class took part. The 8 class teachers had a range of general and EAL teaching experience. Research Design A qualitative approach, which used in-class observations interspersed with a series of in-depth reflective discussions with each class teacher, allowed for the evolution of in-depth insights over time. Findings/Results It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class. However, most teachers reported they experienced stress when trying to balance the individual needs of EAL students with those of the rest of the class. Ultimately, it emerged that the teachers’ efforts to develop useful working theories and practices with EAL students were influenced by the dynamic interaction of factors within and across three contextual layers: the personal-professional, the immediate classroom interaction, and the wider educational context. Conclusions/Recommendations In conclusion, it is argued that simply providing teachers with professional input on existing EAL pedagogy addresses just one part of the problem. If teacher educators intend to significantly influence teachers’ practice decisions with EAL students, it may be important to take a broader sociocultural approach that considers the interaction of factors within and across the three contextual layers of teachers’ professional lives.

University Reading and Mathematics Clinics in the Digital Age

2015 ◽  
pp. 135-163
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

University Reading and Mathematics Clinics in the Digital Age

2018 ◽  
pp. 1263-1294
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

Improving Teachers' Digital Competence to Bridge the Language Gap

2020 ◽  
pp. 67-82
Author(s):  
Manuela Caravello ◽  
Cristina A. Huertas-Abril ◽  
María Elena Gómez-Parra
Keyword(s):  
Flipped Classroom ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Foreign Language Teachers ◽  
Digital Innovation ◽  
Knowledge And Skills ◽  
Digital Skills ◽  
The Times ◽  
Set Up

This chapter aims to examine the digital skills that foreign language teachers must have in our global interconnected society and the ways in which they can acquire them. Pedagogical and digital innovation has been traveling along the same lines for some time. In recent years, however, in all fields of education—and more specifically in the didactic of foreign languages—several methods and techniques that increase the use of digital technology have been developed. Consequently, all teachers must keep up with the times. In this light, the objective of this chapter is to reflect on the pedagogical scenario that the digital age has set up, as well as on the ideal portrait that teachers must have. Then, the authors will focus on the specific digital skills that teachers who want to “flip” their teaching process should have: What are the basic knowledge and skills that a teacher must master if they wish to rethink their practices and embark on a flipped classroom approach?

Hubungan antara Nilai Kerja dan Faktor Demografi Guru Pelatih

2012 ◽  
Author(s):  
Zakaria Kasa
Keyword(s):  
Social Relations ◽  
Significant Relationship ◽  
Life Style ◽  
Work Values ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Development Economic ◽  
Ministry Of Education ◽  
Trainee Teachers ◽  
Teacher Work

Tujuan kajian deskriptif–korelasi ini ialah untuk menentukan sama ada terdapat hubungan yang signifikan antara nilai kerja dengan faktor demografi guru pelatih Universiti Putra Malaysia (UPM). Sebanyak 215 guru pelatih telah dipilih secara rawak sebagai sampel kajian. Seratus tujuh puluh tiga (80.5%) responden telah mengembalikan soal selidik. Dapatan menunjukkan bahawa secara keseluruhan responden mempunyai nilai kerja yang positif. Nilai kerja yang dianggap penting oleh responden ialah perkembangan kendiri, ganjaran ekonomi, pekerjaan yang terjamin, stail hidup dan kreativiti. Nilai kerja yang dianggap kurang penting ialah kepelbagaian, autoriti, hubungan sosial, risiko dan prestij. Hubungan rendah yang signifikan wujud antara nilai kerja secara keseluruhan dengan pengalaman mengajar dan umur. Jantina didapati mempunyai hubungan rendah yang signifikan dengan autoriti dan kreativiti. Pengalaman mengajar mempunyai hubungan rendah yang signifikan dengan prestij, kepelbagaian dan risiko. Taraf perkahwinan mempunyai hubungan rendah yang signifikan dengan risiko. Umur didapati mempunyai hubungan rendah yang signifikan dengan autonomi, stail hidup, prestij dan risiko. Cadangan yang diberikan ialah pendidik guru perlu membimbing guru pelatih dalam memilih laluan kerjaya yang sesuai dengan nilai kerja mereka dan pihak Kementerian Pelajaran boleh menggunakan nilai kerja guru pelatih sebagai kriteria dalam pemilihan guru. Kata kunci: Nilai kerja, etika kerja, guru pelatih, sikap kerja, pendidikan perguruan The purpose of this descriptive–correlational study is to determine whether there is a significant relationship between the work values and the demographic factors of trainee teachers in Universiti Putra Malaysia (UPM). A total of 215 trainee teachers were randomly selected as a sample of the study. One hundred and seventy–three (80.5%) respondents returned the questionnaires. The findings showed that generally, respondents had positive work values. Work values that were considered important by the respondents were self–development, economic rewards, job security, life style, and creativity. Work values that were considered by respondents as less important were variety, authority, social relations, risks and prestige. A low but significant relationship existed between the work values in general, teaching experience, and age. Gender was found to have a low but significant relationship with authority and creativity. Teaching experience had a low but significant relationship with prestige, variety, and risks. Marital status had a low but significant relationship with risks. Age was found to have a low but significant relationship with autonomy, life style, prestige, and risks. This study suggests that teacher educators should guide trainee teachers in choosing career paths that are suitable with their work values, and the Ministry of Education can use the work values of trainee teachers as a criteria in selecting teachers. Key words: Work values, work ethics, trainee teacher, work attitude, teacher education

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