The teachers' extent of utilizing teaching methods for teaching basic technology

The teaching method which teachers adopt for instruction could aggravate students’ performance if successfully employed. However, its use may not be optimum as expected. This study investigated the extent of utilization of teaching methods used for teaching basic technology and the influence of gender on teachers’ extent of utilizing teaching methods to teach basic technology. The study adopted a descriptive research design. One hundred twenty-two basic technology teachers in Nigeria were purposively sampled. The findings of this study were that question and answer, discussion, inquiry, and discovery, field trip, and project and presentation teaching methods are always employed by basic technology teachers in teaching while role-playing, game, and simulation teaching method are moderately utilized for teaching. Also, there was a significant difference between male and female teachers’ extent of utilizing teaching methods to teach basic technology in favor of the male basic technology teachers. The study concluded that appropriate use of teachers’ desired teaching methods could influence instructional delivery. It was thus recommended that educational institutions should organize conferences, seminars, training, and workshops for basic technology teachers on the use of effective teaching methods.

Pelatihan Pembuatan Media Pembelajaran Buku Digital Menggunakan Flipbook Pada SDIT Sullamul ‘Ulum

Learning media is an important part of learning activities. Books are part of learning media that can be displayed following the progress of the times and advances in technology. Teachers play a very important role in learning at school, usually teachers provide material to students using textbooks, whiteboard media or using slides on Microsoft Power Point. In the implementation of this community service activity, training for SDIT Sullamul 'Ulum teachers on how to make digital books using flipbooks, such as using existing tools, making the content in digital books presented interesting so that students are easy to understand and can be applied to Learning Activities. Based on the results of the practice carried out by the participants, it was concluded that the average expertise of 90% of participants could follow and practice in making digital learning media using flipbooks.

How Does Teacher Professional Development Support and Improve Technology Teacher Practice?

<p>The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated a raft of changes for technology teachers. Professional development is widely considered to be of value in developing teacher knowledge which can positively impact on student knowledge and achievement. While there is a considerable body of research on professional development, there is a limited amount specific to technology education professional development in a New Zealand context. This thesis is based on an examination of the nature and characteristics of effective professional development for technology teachers. It used a qualitative, interpretive design and gathered data by interviewing a group of ten technology teachers and heads of technology departments from different schools in one region. The interview data were transcribed and sorted using inductive content analysis in order to categorise them and draw conclusions. The findings indicate that there is a wide range of characteristics which may be considered effective for technology teachers in this study, and foremost, the opportunity for teachers to work collaboratively in examining programmes, student work, resources and exemplars, such that teachers can build on their existing knowledge and skills, is most effective for them. The development of pedagogical content knowledge and subject content knowledge enabled the teachers to construct new understandings of teaching and student learning processes in technology education. The implications of this study are that facilitators, teachers, and others working within this curriculum area may be informed by its findings and as a result, professional development may be more effective in supporting teacher learning.</p>

How Does Teacher Professional Development Support and Improve Technology Teacher Practice?

<p>The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated a raft of changes for technology teachers. Professional development is widely considered to be of value in developing teacher knowledge which can positively impact on student knowledge and achievement. While there is a considerable body of research on professional development, there is a limited amount specific to technology education professional development in a New Zealand context. This thesis is based on an examination of the nature and characteristics of effective professional development for technology teachers. It used a qualitative, interpretive design and gathered data by interviewing a group of ten technology teachers and heads of technology departments from different schools in one region. The interview data were transcribed and sorted using inductive content analysis in order to categorise them and draw conclusions. The findings indicate that there is a wide range of characteristics which may be considered effective for technology teachers in this study, and foremost, the opportunity for teachers to work collaboratively in examining programmes, student work, resources and exemplars, such that teachers can build on their existing knowledge and skills, is most effective for them. The development of pedagogical content knowledge and subject content knowledge enabled the teachers to construct new understandings of teaching and student learning processes in technology education. The implications of this study are that facilitators, teachers, and others working within this curriculum area may be informed by its findings and as a result, professional development may be more effective in supporting teacher learning.</p>

Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea

The purpose of this study was to investigate the structural relationship between technology teachers’ attitudes toward STEAM education and the cooperation of instructional resources collaboration, school educational change receptivity, and instructional expertise and instructional efficacy. The population comprised about 3500 technology teachers working in middle schools in Korea, and the sample size was set at 650. Data were collected in parallel with postal surveys and online surveys. A total of 650 copies were distributed, of which 409 were recovered, and 283 copies were used for analysis after data cleaning. The Mplus 7 program was used for data analysis, and the significance level was set at 5%. First, we found that the suitability of the structural model established to clarify technology teachers’ attitudes toward STEAM education, instructional resource collaboration, school educational change receptivity, instructional expertise, and instructional efficacy was generally good, so the relationship between the variables was reasonably confirmed. Second, school educational change receptivity and instructional efficacy were found to have a direct effect on attitudes toward STEAM education. Third, the teachers’ instructional resources collaboration was confirmed to influence their attitudes toward STEAM education by mediating the school educational change receptivity and instructional efficacy, and their instructional expertise mediated their instructional efficacy. Fourth, school educational change receptivity was confirmed to influence attitudes toward STEAM education through the dual media of instructional expertise and instructional efficacy. Finally, instructional resource collaboration was confirmed to influence attitudes toward STEAM education through school educational change receptivity, instructional expertise, and instructional efficacy.