Ubiquitous Learning and Heutagogy in Teacher Education

2020 ◽  
pp. 279-295 ◽  
Author(s):  
Beril Ceylan
Keyword(s):  
Teacher Education ◽  
Technology Use ◽  
Self Regulation ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Learning Situation ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Regulation Process ◽  
Non Linear

The learning and teaching horizon is changing nowadays. Learner-centered learning is preferable to teacher-centered learning. Teachers and learners prefer mobility and flexibility in education. Ubiquitous learning provides the flexibility and connection with mobility. Due to advantages of technology use, ubiquitous learning is preferred for individual and public learning. Heutagogy emphasizes the capability of learners' self-regulation process. Heutagogical learning occurs at two levels. The first level is competencies. The second level is deeper learning. In heutogogy, learners design their learning situation in a non-linear learning approach in a flexible way. In this chapter, heutagogy and ubiquitous learning connection will be discussed in the light of literature in the context of education and teacher education. A heutagogical ubiquitous learning interaction will be offered.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2012 ◽  
pp. 183-194
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2013 ◽  
pp. 1388-1396
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

Glycemia monitoring

1998 ◽  
Vol 2 ◽  
pp. 23-30
Author(s):  
Igor Basov ◽  
Donatas Švitra
Keyword(s):  
Diabetes Mellitus ◽  
Mathematical Model ◽  
Numerical Methods ◽  
Differential Equations ◽  
Blood Sugar ◽  
Self Regulation ◽  
Physiological System ◽  
Non Linear ◽  
The Mathematical Model

Here a system of two non-linear difference-differential equations, which is mathematical model of self-regulation of the sugar level in blood, is investigated. The analysis carried out by qualitative and numerical methods allows us to conclude that the mathematical model explains the functioning of the physiological system "insulin-blood sugar" in both normal and pathological cases, i.e. diabetes mellitus and hyperinsulinism.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

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