Systemic Innovations and the Role of Change-Technology

2011 ◽  
pp. 234-246
Author(s):  
Chee-Kit Looi ◽  
Wei-Ying Lim ◽  
Thiam-Seng Koh ◽  
Wei-Loong David Hung
Keyword(s):  
Teacher Training ◽  
Ministry Of Education ◽  
Educational Innovations ◽  
School Practices ◽  
Teachers And Students ◽  
Systemic Innovation ◽  
Effective Use ◽  
Effective Integration ◽  
Basic Level

There has been increasing interest in issues of sustainability and scalability concerning educational innovations and reforms. In Singapore, the Ministry of Education in the first IT MasterPlan for Education has equipped all schools with adequate IT infrastructure and teacher training. After seven years into this investment, the “take-up” of technology for learning has been generally at the basic level. Three challenges lie ahead in the effective integration of IT into the curriculum for meaningful student learning: (1) how can schools embrace technology where school practices, curriculum, pedagogy, teachers’ and students’ beliefs are aligned to its effective use; (2) how can the process of change be facilitated systematically in schools such that these changes leverage on IT as a catalyst to enhance learning; and (3) how can policy-wide initiatives be set in place to enable schools, teachers, and teacher-training institutes to be fully aligned in order to enact systemic innovation change? This chapter discusses these issues as part of the research efforts arising from the Learning Sciences Lab (LSL).

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

2018 ◽  
Vol 29 (3) ◽  
pp. 45
Author(s):  
Laura Balsalobre Aguilar ◽  
Rosario Isabel Herrada Valverde
Keyword(s):  
School Counselor ◽  
Structured Interview ◽  
Project Based Learning ◽  
Educational Community ◽  
Educational Innovations ◽  
School Counsellors ◽  
Agents Of Change ◽  
Teachers And Students ◽  
Agent Of Change

RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

scholarly journals Fostering a Culture of Innovation: A Case Study of Elementary School Principals in Costa Rica

2019 ◽  
Vol 15 (6) ◽  
Author(s):  
Miguel M. Gonzales ◽  
Richard Storti
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Costa Rica ◽  
Elementary School Principals ◽  
School Principals ◽  
Ministry Of Education ◽  
Science Technology ◽  
Teachers And Students

To help promote a culture of innovation, the Ministry of Education andthe Ministry of Science, Technology, and Telecommunication of Costa Rica estab-lished a national executive decree requiring all public schools in the country partic-ipate in the National Program of Science and Technology Fairs (NPSTF). This casestudy examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played threesignificant roles: the motivator of teachers and students; acquirer of NPSTF resources;and the organizer of NPSTF committees and coalitions to help train and finance theinitiative. It is recommended the Ministry of Education establish a budget solely ded-icated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders.

scholarly journals PRE-SERVICE TEACHERS’ PERCEPTION OF LEARNER AUTONOMY

2019 ◽  
Vol 3 (2) ◽  
pp. 132
Author(s):  
Muhammad Iqbal Ripo Putra ◽  
Citra Iswara
Keyword(s):  
Teacher Training ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Training School ◽  
Teachers And Students ◽  
Oriented Activity ◽  
Teacher Centered

<p>Pre-service teachers’ limited understanding toward learner autonomy affects how they develop their own and their students’ autonomy. Therefore, this study aimed to reveal: (1) the pre-service teachers’ perception on the role of the teachers and students in learner autonomy; (2) the pre-service teachers’ activity on their own learner autonomy as a learner in teacher training school. 25 respondents were surveyed to acquire their perception. It was found that the pre-service teachers assumed that the teachers should hold the dominant role and be responsible to the learning results. Not only to that, the pre-service teachers still focused on exam-oriented activity; learning only from material given by the teacher in order to pass the exam. Due to that perception, their autonomous learning did not properly develop, as they prefer teacher-centered method. To deal with these findings, the pre-service teachers should not orientate on passing the exam, but rather on the progress as learning is a process not only the result.</p><p>Keywords: Learner Autonomy, Pre-Service Teachers, Perception</p>

Rola uzasadnienia sądowego w realizacji prawa do rzetelnego procesu sądowoadministracyjnego– standard strasburski

2014 ◽  
pp. 13-31
Author(s):  
Katarzyna Grzelak-Bach
Keyword(s):  
Human Rights ◽  
Legal Reasoning ◽  
Case Law ◽  
Legal Order ◽  
European Court ◽  
Protection Of Human Rights ◽  
Judicial Proceedings ◽  
Court Proceedings ◽  
Basic Level

Following a brief introduction of article 6 of the Convention for the Protection of Human Rights and Fundamental Freedoms, the author begins by analyzing case law from the European Court of Human Rights regarding the legal reasoning in judicial proceedings. The main premise of this paper is to present a formula for preparing legal reasoning in administrative court proceedings. The author draws attention to the role of judges who, in the process of adjudication, should apply creative interpretation of the rules of law, when they see errors or omissions in legislative provisions, or blatant violations of the European legal order. The conclusion of those deliberations finds, that the process of tailoring the approach to meet Strasbourg’s requirements should, on a basic level, be at the discretion of judges rather than the legislators.

The Role of Social and Humanitarian Education in Teacher Training

2020 ◽  
Author(s):  
Е.Ф. Теплова
Keyword(s):  
Teacher Training ◽  
Public Consciousness

функция образования по формированию общественного сознания и мировоззрения является одной из важнейших. В статье социально-гуманитарное образование рассматривается как исключительно значимая часть подготовки педагога. the function of education for the formation of public consciousness and worldview is one of the most important. In this article, social and humanitarian education is considered as an extremely important part of teacher training.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

Complementary Tools and Incentives

2018 ◽  
Author(s):  
Mokal et
Keyword(s):  
Modular Approach ◽  
Insolvency Law ◽  
Financial Situation ◽  
Legal Advice ◽  
Effective Use

This chapter discusses the complementary tools and incentives that can be adopted by jurisdictions to ensure the proper and effective use of the Modular Approach and to give due regard to the position and role of the various types of stakeholders involved in a MSME insolvency process. It specifically focuses on the roles and obligations of the MSME entrepreneur, both at times approaching insolvency and during the MSME insolvency process. Entrepreneurs do not always possess the education and skills to monitor the financial situation of their business and to react accordingly. With regard to the MSME framework, they would usually not be capable of designing a proper continuation plan. They might not even be aware that there is a chance to turn their business around by using mechanisms under insolvency law. In all these areas, education is a useful remedy. Jurisdictions should establish a method for providing affordable educational counselling and legal advice.

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