Enhancing Personal Professional Development Through Technology Integration

2020 ◽  
pp. 92-105 ◽  
Author(s):  
Özden Şahin İzmirli ◽  
Gökhan Çalışkan
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Adult Learners ◽  
Learning Environments ◽  
New Technologies ◽  
Ubiquitous Learning ◽  
Factors Affecting ◽  
Definition Of

In this chapter, personal professional development trainings, which need to include ubiquitous learning environments, are discussed. First of all, professional development is explained. Then, the authors discussed factors affecting the efficiency of professional development activities and how they can incorporate new technologies into professional development activities to meet the needs of adult learners. After that, based on the definition of ubiquitous learning, ways of using technology in terms of meeting adult needs with professional development are examined. Finally, the process that was evaluated within the framework of technology integration is presented to readers.

scholarly journals Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

2015 ◽  
Vol 35 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Shawnda M. Schroeder ◽  
Katherine L. Terras
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Learning Environment ◽  
Learning Environments ◽  
Phenomenological Study ◽  
Older Students ◽  
Online Classroom ◽  
Graduate Advising ◽  
Traditional Institutions ◽  
Definition Of

Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.

Implementing the Professional Development Program

2014 ◽  
pp. 1356-1371
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

Implementing the Professional Development Program

2012 ◽  
pp. 190-205
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today’s classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School’s technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

scholarly journals Early introduction of cost-effective e-Learning ICTs in schools

2015 ◽  
Author(s):  
◽  
Kayode Emmanuel Oyetade
Keyword(s):  
Conceptual Model ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Demographic Variable ◽  
Cost Effective ◽  
Daily Basis ◽  
The Self ◽  
Factors Affecting ◽  
Early Introduction ◽  
Definition Of

One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.

scholarly journals Integration of Technology among Saudi EFL Teachers

2020 ◽  
Vol 13 (8) ◽  
pp. 160
Author(s):  
Amal Almalki
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Significant Relationship ◽  
New Technologies ◽  
Education Technology ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Smart Boards ◽  
Teacher Age

In the field of education, technology is currently considered a new trend. This study aims to examine the factors that affect the integration of new technologies in EFL classrooms. Factors considered include teacher’s age, teacher’s level of technological proficiency, and teacher’s perception of technology. To achieve this, the study involved a questionnaire consisting of 21 items and a total of 38 Saudi EFL teachers participated in it. The results indicate that there is no significant relationship between teacher age and technology integration. However, both teachers’ level of proficiency in technology and teacher’s perception of technology were significantly related to technology integration in Saudi EFL classrooms. It is recommended to provide teachers with professional development and support in technology integration and to supply classrooms with resources such as computers and smart boards. 

Clinical trials — the personal perspective of the research physician?

2020 ◽  
Vol 75 (3) ◽  
pp. 256-263
Author(s):  
Maria Y. Egorova ◽  
Irina A. Shuvalova ◽  
Olga I. Zvonareva ◽  
Igor D. Pimenov ◽  
Olga S. Kobyakova ◽  
...  
Keyword(s):  
Clinical Trials ◽  
Medical Care ◽  
New Technologies ◽  
Healthcare Providers ◽  
Study Drug ◽  
Well Being ◽  
Personal Perspective ◽  
Public And Private ◽  
Factors Affecting ◽  
To Receive

Background. The organization of clinical trials (CTs) requires the participation and coordination of healthcare providers, patients, public and private parties. Obstacles to the participation of any of these groups pose a risk of lowering the potential for the implementation of CTs. Researchers are a key human resource in conducting of CT. Their motivation for participation can have a significant impact on the recruitment and retention of patients, on the quality of the data collected, which determines the overall outcome of the study. Aims to assess the factors affecting the inclusion of Russian physicians-researchers in CT, and to determine their role in relations with patients-participants. Materials and methods. The study was organized as a part of the Russian multicenter face-to-face study. A survey was conducted of researchers from 10 cities of Russia (20172018). The participation in the survey for doctors was anonymous and voluntary. Results. The study involved 78 respondents. Most research doctors highly value the importance of research for science (4,84 0,39), society (4,67 0,46) and slightly lower for participating patients (4,44 0,61). The expectations of medical researchers are related to improving their financial situation and attaining new experience (n = 14; 18,18%). However, the opportunity to work with new technologies of treatment and diagnosis (n = 41; 52,56%) acted as a motivating factor. According to the questionnaire, the vast majority of research doctors (n = 29; 37,18%) believe that the main reason for patients to participate in CT is to receive quality and free medical care. The most significant obstacle to the inclusion of participants in CT was the side effects of the study drug (n = 38; 48,71%). Conclusions. The potential of clinical researchers in Russia is very high. The patient-participant acts for the research doctor as the subject of the study, and not the object, so the well-being of the patient is not indifferent to the doctor. However, the features of the functioning of our health care system form the motivation of doctors-researchers (additional earnings, professional self-development) and the way they perceive the motivation of patients (CT as an opportunity to receive quality medical care).

The methodology of experimental research of the feed components extrusion process in order to improve its energy performance

2020 ◽  
pp. 147-152
Author(s):  
E. M. Ratnikov ◽  
D. O. Milko
Keyword(s):  
Experimental Studies ◽  
Energy Performance ◽  
Extrusion Process ◽  
Mathematical Methods ◽  
Screw Extruder ◽  
Mathematical Planning ◽  
Factors Affecting ◽  
Extrusion Processing ◽  
Definition Of

Annotation Purpose. Development of a program and methods for conducting experimental studies of the extrusion process with the definition of parameters and modes of operation of the extruder to improve its energy performance. Methods. Methods of mathematical statistics, synthesis, analysis, description and modeling were used. Results. The application of mathematical methods, in particular mathematical planning, reduces the number of experiments several times, and allows to evaluate the role of influencing factors, obtain a mathematical model of the process and determine the optimal conditions for its parameters and modes, etc. Conclusions. The methodology for experimental studies of a screw extruder is presented with the necessary equipment and methodology for processing the obtained experimental data. A mathematical method of planning, which reduces the number of experiments several times, allows us to evaluate the role of factors affecting productivity and energy intensity is presented. Keywords: extruder, auger, nutrients, research methodology, extrusion, processing, feed.

Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills

2021 ◽  
Author(s):  
Maia Popova ◽  
Tamera Jones
Keyword(s):  
Professional Development ◽  
Coding Theory ◽  
Assessment Practices ◽  
Self Awareness ◽  
Scientific Practices ◽  
Information Processing Model ◽  
Representational Competence ◽  
Evidence Based Practices ◽  
Factors Affecting ◽  
The Us

Representational competence is one's ability to use disciplinary representations for learning, communicating, and problem-solving. These skills are at the heart of engagement in scientific practices and were recognized by the ACS Examinations Institute as one of ten anchoring concepts. Despite the important role that representational competence plays in student success in chemistry and the considerable number of investigations into students’ ability to reason with representations, very few studies have examined chemistry instructors’ approaches toward developing student representational competence. This study interviewed thirteen chemistry instructors from eleven different universities across the US about their intentions to develop, teach, and assess student representational competence skills. We found that most instructors do not aim to help students develop any representational competence skills. At the same time, participants’ descriptions of their instructional and assessment practices revealed that, without realizing it, most are likely to teach and assess several representational competence skills in their courses. A closer examination of these skills revealed a focus on lower-level representational competence skills (e.g., the ability to interpret and generate representations) and a lack of a focus on higher-level meta-representational competence skills (e.g., the ability to describe affordances and limitations of representations). Finally, some instructors reported self-awareness about their lack of knowledge about effective teaching about representations and the majority expressed a desire for professional development opportunities to learn about differences in how experts and novices conceptualize representations, about evidence-based practices for teaching about representations, and about how to assess student mastery of representational competence skills. This study holds clear implications for informing chemistry instructors’ professional development initiatives. Such training needs to help instructors take cognizance of relevant theories of learning (e.g., constructivism, dual-coding theory, information processing model, Johnstone's triangle), and the key factors affecting students’ ability to reason with representations, as well as foster awareness of representational competence skills and how to support students in learning with representations.

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