Educational technology professional development phase of the student university oil and gas industry

Educational Technology ◽

Valuable Insight ◽

Technology In The Classroom ◽

Train The Trainer ◽

Design And Implementation ◽

Technology Professional ◽

Integrate Technology ◽

Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

Pedagogical Subjectivity of Monitoring the Formation of Professional Readiness of Future Workers in the Oil and Gas Industry

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-3-8 ◽

2020 ◽

Vol 8 (5) ◽

pp. 3-8

Author(s):

T. Danilova

Keyword(s):

Professional Education ◽

Oil And Gas ◽

Oil And Gas Industry ◽

Structural Components ◽

Gas Industry ◽

Professional Development Of Teachers ◽

Relationship Of ◽

The Relationship

The article considers a teacher as a subject of monitoring the professional readiness of future workers in the oil and gas industry, who has pedagogical subjectivity in its implementation. This quality of personality is characterized in the context of the teacher's monitoring competence. The structure of pedagogical subjectivity is determined by the features of professional readiness of workers in the oil and gas industry and its monitoring. It involves the relationship of theoretical, technological, and personal components. The article presents the results of a ascertaining experiment that established insufficient formation of structural components of pedagogical subjectivity in monitoring. The expediency of correcting the identified problem aspects and related professional development of teachers to monitor the professional readiness of future workers in the oil and gas industry is justified. It is assumed that the problem of their formation is characterized by industry specifics and is implemented by means of additional professional education.

Intensification of educational technology professional development of personality of students of high school boundary

Uchenye zapiski universiteta imeni P F Lesgafta ◽

10.5930/issn.1994-4683.2007.09.31.p60-63 ◽

2007 ◽

Cited By ~ 2

Author(s):

Malik

Keyword(s):

High School ◽

Educational Technology ◽

Technology Professional

Educational technology professional development as transformative learning opportunities

Computers & Education ◽

10.1016/s0360-1315(02)00073-8 ◽

2002 ◽

Vol 39 (3) ◽

pp. 283-297 ◽

Cited By ~ 67

Author(s):

Kathleen P King

Keyword(s):

Educational Technology ◽

Transformative Learning ◽

Learning Opportunities ◽

Technology Professional

Educational Technology Professional Development in Higher Education: A Systematic Literature Review of Empirical Research

Frontiers in Education ◽

10.3389/feduc.2020.00035 ◽

2020 ◽

Vol 5 ◽

Author(s):

Sylvie Lidolf ◽

Denis Pasco

Keyword(s):

Higher Education ◽

Educational Technology ◽

Literature Review ◽

Empirical Research ◽

Systematic Literature Review ◽

Technology Professional

Advances in Early Childhood and K-12 Education - Infusing Technology into the Classroom ◽

"Making Teachers Better"

10.4018/978-1-59904-765-2.ch003 ◽

2011 ◽

pp. 41-57

Author(s):

Catherine Schifter

Keyword(s):

Educational Technology ◽

Public Schools ◽

Federal Funding ◽

Internet Access ◽

Department Of Education ◽

Funding Program ◽

Technology Professional ◽

Telecommunications Services

In 2007, reports from the Office of the Secretary of Education’s website listed statistics about educational technology and schools. As of November 2006, the Internet Access in U.S. Public Schools and Classrooms: 1994-2005 report indicated “the ratio of students to instructional computers with Internet access in public schools was 3.8 to 1…” This was a decrease from 2003, when the ratio was 4.4 to 1. (Department of Education, 2006) There was also information about funding, including the $2.25 billion in the federal E-rate program supporting discounts on telecommunications services, Internet access, and networking for schools and libraries. With each Federal funding program for educational technology, professional development was an essential component, requiring up to 25 percent of funds to be used for professional development on using technology to improve student outcomes.

Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching

Australasian Journal of Educational Technology ◽

10.14742/ajet.950 ◽

2011 ◽

Vol 27 (3) ◽

Cited By ~ 7

Author(s):

Iain Doherty

Keyword(s):

Educational Technology ◽

Web 2.0 ◽

Continuing Professional Development ◽

Research Project ◽

Web 2.0 Tools ◽

Technology Professional ◽

The Impact

<blockquote>Our paper reports upon and critically analyses findings from a two-year research project into the provision of continuing professional development for making purposeful use of Web 2.0 tools in teaching. Based on our research, we make recommendations for delivering effective continuing professional development workshops whilst also acknowledging the limitations of this form of continuing professional development. The advantages of alternative forms of professional development are discussed and implications for practice are outlined.</blockquote>