أثر استراتيجية إتقان التعلم في تحصيل طلاب مقررات تقنيات التعليم في كلية المعلمين بجامعة أم القرى و اتجاهاتهم نحوها

The objective of this study is to know the cffect of applying the strategy of education in the subject of technological learning for students in the Teachers’ College at Umm Al-Qura University. The study was applied to a group of students to know the effect, and attitudes towards the subjects they have studied. The findings of study have shown significant differences between the groups of study for the expense of both groups which studied the educational subject in the way of their studies to the accuracy of both levels of study’s achievements and students attitudes towards the subject. This means that this strategy increased the outcomes of students, and also, increased their attitudes towards the subject. Accordingly, the above two researchers recommend the use of strategic learning for accuracy in the teaching of the difference of educational technology subjects, and other subjects for their advantage to the students’ abilities in acquiring different skills. Also, they recommend that ministry of higher education, and ministry of education should put general plans to show teachers the curriculum and to let them practice wavs to achieve easily the objectives of learning for accuracy

Intercâmbio intelectual, formação de professores e programas escolares: Alda Lodi, expert

Este artigo procura examinar a trajetória de Alda Lodi, enfocando o modo como sua atuação, no campo do ensino de matemática, consolidou seu papel de expert da educação em Minas Gerais. Formada na Escola Normal de Belo Horizonte, Lodi viajou aos Estados Unidos em 1927 como parte de uma missão pedagógica vinculada à reforma Francisco Campos. Sua viagem de estudos ao Teachers College funcionou como elemento de ascensão profissional, ao mesmo tempo em que fundamentou as discussões que ela desenvolveu com as professoras-alunas da Escola de Aperfeiçoamento de Belo Horizonte, onde foi professora de Metodologia da Aritmética. Neste artigo, procuramos explorar suas contribuições para o ensino de matemática a partir dos programas de Aritmética e Geometria do ensino primário – escritos por ela para a Secretaria de Educação de Minas Gerais entre os anos de 1941 e 1953. Com isso, procuramos contribuir para os estudos que investigam o papel que os experts desempenharam na sistematização de saberes a e para ensinar matemática no Brasil.Cultural exchange, teacher training and school programs: Alda Lodi, expertThis article aims to examine Alda Lodi’s career, focused on the way her work in the field of mathematics education helped to place her as an education expert in Minas Gerais. Alda Lodi graduated at the Belo Horizonte Normal School in 1915. In 1927, she travelled to the United States to study education as part of a pedagogical mission organized by Francisco Campos, who was reforming the education system of Minas Gerais state. Her time at the Teachers College, Columbia University was very important to her career. It also played a central role in the discussions developed by her at the Escola de Aperfeiçoamento de Belo Horizonte (Belo Horizonte Teacher Training School, in free translation), in the field of Methodology of Arithmetic. In this article we are going to explore her contributions to the teaching of mathematics using two Arithmetic and Geometry programs she wrote between the 1940’s and 1950’s for the Minas Gerais Department of Education. Thus, we aim to contribute to the studies that deal with the role played by experts in the systematization of the knowledge to teach and for teaching in the field of mathematics education in Brazil.Keywords: History of mathematics education; Alda Lodi; Experts; Teaching programs.

grafos y la edición digital

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Challenges of Integrating Information and Communication Technology in Teaching among National Teachers' Colleges in Uganda

In this 21st century, educational institutions the world over are faced with increasing demand from society to transform from analogue practices to digital systems using technology. This study investigated the challenges experienced by teacher education college lecturers in their quest to integrate ICT in teacher training practices. The study was qualitative, using focus group discussions, interview and observation with 10 college lecturers from each of the 4 colleges and 4 Principals, one from each college. Snowball purposive sampling strategy was used to draw the participants. The findings revealed a host of challenges, despite a high level of appreciation among college lecturers on the importance of ICT integration into classroom instructional practices. Several debilitating factors evolved including, lack of experience and skills in using ICT, lack of ICT curriculum for the teachers' colleges, lack of clear government policy on the teaching of ICT in the teachers' college curriculum, inadequate ICT resources, obsolete ICT hardware and soft wares, intensive teaching programs due to examination pressures, overcrowded classrooms, lack of time, heavy workload, slow internet connectivity, intermittent electricity supply and, attitudinal barriers from the relatively older lecturers with technophobia. The researchers therefore, recommended government intervention with a clear policy on ICT inclusion in the curriculum, equipping the colleges with adequate and up-to-date equipment, regular training opportunities for the lecturers, provision of alternative and affordable source of power, recruiting more human resource in the colleges to reduce the workload for the lecturers and government subsidizing on the cost of internet connectivity.

Faith Learning Integration: A Case Study of Biology, Physics, Chemistry and Mathematics Lecturers’ Teaching Practices

<p class="abstracttextDILIGENTIA">Faculty members of a private Christian Teachers College in Tangerang have been assigned to integrate faith and learning. The purpose of this research was to describe Biology, Physics, Chemistry and Mathematics lecturers’ practices of faith learning integration on their teachings. Five lecturers including two lecturers teaching Physics, and the others each teaching Biology, Chemistry and Mathematics were involved in this research. Two student teachers contributed as well in the research. The data were derived from interview with five faculty members and collecting their course syllabus along with the interview with two student teachers. <a name="_Hlk80149555"></a>Descriptive qualitative research with a case study approach was employed. The data were described and analyzed in the light of the current literatures. The findings showed that those five faculty members have been implementing faith learning integration on their teaching with a pedagogy of transferring new information. This paper suggests faculty to go beyond faith learning integration and to focus on learning as formation of heart and desire.</p>

Science Gallery Dublin—Open Mind: Improving Mental Health of Young People

To face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.