In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2018 ◽  
pp. 130-144
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

scholarly journals Teaching ICT to Pre-Service Teachers: Experiences and Reflections

2014 ◽  
Vol 8 (1) ◽  
pp. 323-337
Author(s):  
Zuochen Zhang
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Education Program ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Study Format

Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.

A Sound Framework for ICT Integration in Indian Teacher Education

2021 ◽  
Vol 4 (1) ◽  
pp. 49-67
Author(s):  
Arnab Kundu
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Conceptual Analysis ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Ict Integration ◽  
Exclusion Criteria ◽  
Information And Communication ◽  
Major Shift ◽  
Set Up

This conceptual analysis aimed at preparing a sound framework for healthy integration of information and communication technologies (ICTs) in Indian teacher education practices. An extensive and integrative literature review was made following the inclusion-exclusion criteria. The models proposed in several previous studies were also gone through and adequately contextualised with the needs and ethos of Indian teacher education programs to build an innovative framework leveraging the optimum potentials of ICTs in educational set up. The findings of the study synthesized with a proposal to build a sound framework for an ideal ICTs integration in Indian teacher education scenario based on seven cardinal principles of good practices with a major shift in emphasis from ‘education for ICT' to ‘ICT for education', effective to accost the educational transformations for 21st century India. The implication was that by adopting such a sound framework the teacher education in the country could exploit the genuine benefits of ICTs thereby augmenting its educational outputs to the fullest.

Collaborative Learning Tool for Presenting Authentic Case Studies and its Impact on Student Participation

2003 ◽  
Vol 31 (4) ◽  
pp. 381-392 ◽  
Author(s):  
A. Lourdusamy ◽  
Myint Swe Khine ◽  
Mike Sipusic
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Trainee Teachers ◽  
Minimum Number ◽  
Alternative Means ◽  
Information And Communication ◽  
Collaborative Discussion ◽  
The Impact

Advancement in information and communication technologies has brought about the development of newer tools that can promote collaborative learning. Conversant Media is a tool that allows users to engage in collaborative discussion based on viewing authentic video footages. This article reports the impact of the use of the tool on collaborative learning in a teacher education course. The trainee teachers engaged themselves enthusiastically in this exercise going beyond the minimum number of postings expected of them. Both the quantity and quality of interaction improved over the three activities they were engaged in. Writing critical comments on classroom events and reading feedback from peers were highly valued by the trainee teachers. Conversant Media has the potential for use in teacher education as an alternative means to classroom visits.

Online Collaborative Learning in Pre-Service Teacher Education

2021 ◽  
pp. 2032-2048
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

E-Com Supply Chain and SMEs

2007 ◽  
pp. 34-53
Author(s):  
R. Craig
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Supply Chains ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Chain Management ◽  
Starting Point ◽  
Information And Communication

This chapter considers the perspective of small and medium-sized enterprises (SMEs) in supply chains. It starts with an overview of the important role of SMEs in national and world economies. Following this is an overview of supply chains, information and communication technologies, and e-business. Both opportunities and challenges for supply chains in general and SMEs in particular are considered, and conclusions drawn. The major contribution of the chapter is in providing an extensive overview of the literature as it relates to information and communication technologies, supply chain management, and SMEs, providing researchers and practitioners with a starting point to look for further information as needed.

scholarly journals Media education in the Spanish legislation

Comunicar ◽  
2008 ◽  
Vol 16 (31) ◽  
Author(s):  
Fernando Tucho-Fernández
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Media Education ◽  
Learning Tools ◽  
Traditional Media ◽  
Starting Point ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
Spanish Legislation ◽  
Primary And Secondary School

This article describes how the new Spanish legislation for Primary and Secondary School deals with media education. Taking the basic skills as a starting point, legislative texts are analysed focusing on two axes: first, the view of technologies and media as simple learning tools versus the critical work carried out with them; and secondly, the attention paid to traditional media versus the domination of Information and Communication Technologies. Este artículo recoge un análisis de la presencia de la educación en comunicación en la Ley Orgánica de Educación y en sus correspondientes Decretos de Enseñanzas Mínimas. Partiendo del estudio de las competencias básicas propuestas en la ley, el artículo disecciona estos textos legislativos atendiendo a dos ejes de análisis: el uso instrumental de las tecnologías frente al trabajo crítico realizado con ellas y la atención ofrecida a los medios convencionales frente a la preponderancia de las nuevas tecnologías.

scholarly journals Legal education in the digital age: problems and prospects

2019 ◽  
Vol 15 (1) ◽  
pp. 301-320
Author(s):  
Marina Petrovna Melnikova ◽  
Marina Alekseevna Bychko ◽  
Irina Alekseevna Komarevceva ◽  
Marina Alexandrovna Melnichuk ◽  
Zarina Shamil’evna Dzhanbidaeva
Keyword(s):  
Information And Communication Technologies ◽  
Legal Education ◽  
Communication Technologies ◽  
Educational Process ◽  
National Education ◽  
National Education System ◽  
Starting Point ◽  
Additional Funding ◽  
Information And Communication ◽  
E Learning

The purpose of this article is the analysis of Information and Communication Technologies - ICT in legal education according to the reform of the Russian national education system. It is observed how the creation of digital education in Russia contributes to its integration into the global educational environment. The regulatory framework for analysing ICTs in legal education, e-learning and distance education is used as a starting point. A critical analysis methodology is used to model the possible implementation of problem-based learning using ICT and using the "contract builder" simulator as an example. It is concluded that the introduction of ICT in the educational process requires a systematic approach, a state policy for the development of this area, additional funding and training of teachers.

Sign in / Sign up

Export Citation Format

Share Document