This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
The document discusses the role of information and communication technologies (ICT) in teaching and learning. It begins by outlining how ICT can complement and strengthen instruction by making vast amounts of educational material and tools available. ICT also facilitates participation, exploration, and collaborative learning. However, the status of ICT infrastructure in most Indian schools is inadequate, with few computers available on average per school. Teachers also lack training in effectively integrating ICT into their pedagogy. While ICT has great potential to improve education, more investment is needed to develop ICT capabilities in Indian schools.
This document discusses educational technology and its roles in learning. It begins with defining educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It then discusses technology as both a boon and bane to learning. When used properly, technology can enhance learning by making it more engaging, but it can also be detrimental when it distracts from or replaces learning. The document outlines a systematic approach to instructional planning that is learner-centered. It also discusses different roles of technology from both traditional and constructivist perspectives, including as a delivery tool, learning tool, information source, and social medium. Finally, it introduces Dale's Cone of Experience and how it relates educational experiences to real life through varying use of
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
Our porfolio in educational technology2Salido Noel
This document provides an overview of students' portfolio in educational technology. It contains 3 sections:
1. Introduction of the students, Noel M. Salido and Rhea A. Manzano, who are 3rd year Bachelor of Secondary Education students at Palawan State University.
2. Definitions and objectives of educational technology which aims to provide education on using technology for instruction and impart learning experiences.
3. Discussions of key aspects of educational technology including whether technology is a boon or bane, its systematic approach to teaching, roles in learning, and Edgar Dale's Cone of Experience model of learning.
The document discusses the role of information and communication technologies (ICT) in teaching and learning. It begins by outlining how ICT can complement and strengthen instruction by making vast amounts of educational material and tools available. ICT also facilitates participation, exploration, and collaborative learning. However, the status of ICT infrastructure in most Indian schools is inadequate, with few computers available on average per school. Teachers also lack training in effectively integrating ICT into their pedagogy. While ICT has great potential to improve education, more investment is needed to develop ICT capabilities in Indian schools.
This document discusses educational technology and its roles in learning. It begins with defining educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It then discusses technology as both a boon and bane to learning. When used properly, technology can enhance learning by making it more engaging, but it can also be detrimental when it distracts from or replaces learning. The document outlines a systematic approach to instructional planning that is learner-centered. It also discusses different roles of technology from both traditional and constructivist perspectives, including as a delivery tool, learning tool, information source, and social medium. Finally, it introduces Dale's Cone of Experience and how it relates educational experiences to real life through varying use of
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
Our porfolio in educational technology2Salido Noel
This document provides an overview of students' portfolio in educational technology. It contains 3 sections:
1. Introduction of the students, Noel M. Salido and Rhea A. Manzano, who are 3rd year Bachelor of Secondary Education students at Palawan State University.
2. Definitions and objectives of educational technology which aims to provide education on using technology for instruction and impart learning experiences.
3. Discussions of key aspects of educational technology including whether technology is a boon or bane, its systematic approach to teaching, roles in learning, and Edgar Dale's Cone of Experience model of learning.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
1) The document discusses the portfolio of Janelle Evanz L. Sapotin, who is studying to become an elementary school teacher.
2) It provides an overview of Educational Technology 2, which focuses on integrating technology into teaching and learning to enhance the learning process.
3) The use of technology and computer-based projects are described as ways to promote higher-order thinking skills and creativity in students.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
This document discusses various concepts related to educational technology. It begins by defining adaptive learning as using computers to adapt educational content based on student responses. It then defines virtual classrooms, MOOCs, synchronous vs asynchronous learning, blended learning, flipped classrooms, self-directed learning, and learning management systems. For each concept, it provides a brief definition or description. The document serves to outline and explain several key terms and models used in educational technology.
This document discusses strategies for effectively using interactive whiteboards in K-12 classrooms. It notes that while interactive whiteboards have been implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The document reviews research showing interactive whiteboards can improve standardized test scores when used with strong teaching strategies that make lessons more student-centered rather than teacher-centered. It aims to provide teachers with a handbook of strategies for adapting existing lessons to make full use of interactive whiteboards' interactive capabilities in order to improve student understanding.
Use of ICT In Teaching science more effectivelyShokatZaman1
This document discusses the importance of information and communications technology (ICT) in science education. It defines ICT and discusses four common rationales for science education, including the utilitarian, economic, cultural, and democratic rationales. The document outlines benefits of using ICT in science education such as removing problems of space and time, allowing students to access and share knowledge globally, and making learning interactive. It emphasizes that ICT makes serving and sharing knowledge easier and allows students to create records and presentations to track their progress. Finally, the document stresses the importance of ICT in promoting higher-order thinking skills, creating supportive learning environments, and ensuring effective interactive learning.
This document discusses educational technology and its importance in modern teaching and learning. It outlines how educational technology engages learners through design and environments. The document contrasts old and new generations of learners, noting today's students are more interested in technology. It identifies six essential skills like solution fluency, information fluency and collaboration fluency needed for students to succeed. The document also discusses four IT-based project types that can develop higher-order thinking skills.
Sharlyne Tandoc's Portfolio In Educational Technology 2
This serves a final requirement for Ed Tech 2 in Cebu Technological University - Moalboal Campus, Bachelor in Elementary Education.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
This document provides an overview of using document cameras in the classroom. It discusses the pedagogical benefits of integrating technology and describes how to select technologies that align with specific lesson activities. The document then provides details on the anatomy and functions of document cameras, as well as examples of direct instruction, assessment, inquiry, and problem-based activities that can be done using a document camera for science lessons.
The document discusses the role of educational technology in learning and teaching, noting that it serves as an instructional tool, aids in research and communication, and engages learners in active learning when used properly. It also reflects on students' experiences in an educational technology course, finding that it improved their technological skills and understanding of how to integrate technology into classroom instruction.
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
This document discusses the gap between digital native students and digital immigrant teachers in effectively using technology in the classroom. It outlines factors that influence teachers' technology integration, including attitudes, experience, and perceptions of support roles. The project addressed these factors by creating a handbook and staff development for teachers to learn best practices in using new document cameras and integrating technology into lessons. The goals were to train teachers and provide model lessons to help close the digital divide between students and teachers.
This document discusses a multidimensional approach to integrating information and communication technologies (ICT) in education. It focuses on how both teacher and school characteristics interact in the complex process of ICT integration. Different types of ICT use will be considered in relation to variables like teacher attitudes, beliefs, and school policies. The workshop aims to provide best practices and reflect on participants' own beliefs regarding technology use and policy development.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
Concept of integarted approach to technologyAmina Charania
The document discusses two approaches to integrating technology in K-12 classrooms: the integrated approach and the computer-based approach. It argues that the integrated approach, where technology is embedded within lesson plans and pedagogy, is most effective. Examples are provided of how students can use technology like cameras and computers to create projects on plants or practice math skills. The roles of teachers and students are also different between the two approaches.
This document outlines Cristena J. Sabanal's topic outline for a paper on educational technology. It begins by defining educational technology as a complex integrated process involving people, ideas, and resources to solve problems in human learning. It then discusses technology's potential benefits and risks for learning. The document presents a systematic approach to teaching using educational technology, including defining objectives, choosing methods and experiences, and evaluating outcomes. It also covers the roles of technology in traditional and constructivist learning and Edgar Dale's Cone of Experience conceptual model. In the end, it states that today's students have become widely accustomed to using technology for educational purposes and will serve as the foundation for future generations of technology-enhanced learning.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
This document discusses the importance of classroom-based evidence in educating tomorrow's mathematics teachers. It notes that mathematics education is characterized by low student motivation and a focus on procedural learning over real-world applications. It argues that teacher training needs to provide opportunities for teachers to develop pedagogical skills and knowledge through analyzing student thinking and classroom examples. The document illustrates how qualitative research and collaboration can help teachers develop a deeper understanding of mathematical concepts and best practices for teaching them.
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
1) The document discusses the portfolio of Janelle Evanz L. Sapotin, who is studying to become an elementary school teacher.
2) It provides an overview of Educational Technology 2, which focuses on integrating technology into teaching and learning to enhance the learning process.
3) The use of technology and computer-based projects are described as ways to promote higher-order thinking skills and creativity in students.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
This document discusses various concepts related to educational technology. It begins by defining adaptive learning as using computers to adapt educational content based on student responses. It then defines virtual classrooms, MOOCs, synchronous vs asynchronous learning, blended learning, flipped classrooms, self-directed learning, and learning management systems. For each concept, it provides a brief definition or description. The document serves to outline and explain several key terms and models used in educational technology.
This document discusses strategies for effectively using interactive whiteboards in K-12 classrooms. It notes that while interactive whiteboards have been implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The document reviews research showing interactive whiteboards can improve standardized test scores when used with strong teaching strategies that make lessons more student-centered rather than teacher-centered. It aims to provide teachers with a handbook of strategies for adapting existing lessons to make full use of interactive whiteboards' interactive capabilities in order to improve student understanding.
Use of ICT In Teaching science more effectivelyShokatZaman1
This document discusses the importance of information and communications technology (ICT) in science education. It defines ICT and discusses four common rationales for science education, including the utilitarian, economic, cultural, and democratic rationales. The document outlines benefits of using ICT in science education such as removing problems of space and time, allowing students to access and share knowledge globally, and making learning interactive. It emphasizes that ICT makes serving and sharing knowledge easier and allows students to create records and presentations to track their progress. Finally, the document stresses the importance of ICT in promoting higher-order thinking skills, creating supportive learning environments, and ensuring effective interactive learning.
This document discusses educational technology and its importance in modern teaching and learning. It outlines how educational technology engages learners through design and environments. The document contrasts old and new generations of learners, noting today's students are more interested in technology. It identifies six essential skills like solution fluency, information fluency and collaboration fluency needed for students to succeed. The document also discusses four IT-based project types that can develop higher-order thinking skills.
Sharlyne Tandoc's Portfolio In Educational Technology 2
This serves a final requirement for Ed Tech 2 in Cebu Technological University - Moalboal Campus, Bachelor in Elementary Education.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
This document provides an overview of using document cameras in the classroom. It discusses the pedagogical benefits of integrating technology and describes how to select technologies that align with specific lesson activities. The document then provides details on the anatomy and functions of document cameras, as well as examples of direct instruction, assessment, inquiry, and problem-based activities that can be done using a document camera for science lessons.
The document discusses the role of educational technology in learning and teaching, noting that it serves as an instructional tool, aids in research and communication, and engages learners in active learning when used properly. It also reflects on students' experiences in an educational technology course, finding that it improved their technological skills and understanding of how to integrate technology into classroom instruction.
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
This document discusses the gap between digital native students and digital immigrant teachers in effectively using technology in the classroom. It outlines factors that influence teachers' technology integration, including attitudes, experience, and perceptions of support roles. The project addressed these factors by creating a handbook and staff development for teachers to learn best practices in using new document cameras and integrating technology into lessons. The goals were to train teachers and provide model lessons to help close the digital divide between students and teachers.
This document discusses a multidimensional approach to integrating information and communication technologies (ICT) in education. It focuses on how both teacher and school characteristics interact in the complex process of ICT integration. Different types of ICT use will be considered in relation to variables like teacher attitudes, beliefs, and school policies. The workshop aims to provide best practices and reflect on participants' own beliefs regarding technology use and policy development.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
Concept of integarted approach to technologyAmina Charania
The document discusses two approaches to integrating technology in K-12 classrooms: the integrated approach and the computer-based approach. It argues that the integrated approach, where technology is embedded within lesson plans and pedagogy, is most effective. Examples are provided of how students can use technology like cameras and computers to create projects on plants or practice math skills. The roles of teachers and students are also different between the two approaches.
This document outlines Cristena J. Sabanal's topic outline for a paper on educational technology. It begins by defining educational technology as a complex integrated process involving people, ideas, and resources to solve problems in human learning. It then discusses technology's potential benefits and risks for learning. The document presents a systematic approach to teaching using educational technology, including defining objectives, choosing methods and experiences, and evaluating outcomes. It also covers the roles of technology in traditional and constructivist learning and Edgar Dale's Cone of Experience conceptual model. In the end, it states that today's students have become widely accustomed to using technology for educational purposes and will serve as the foundation for future generations of technology-enhanced learning.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
This document discusses the importance of classroom-based evidence in educating tomorrow's mathematics teachers. It notes that mathematics education is characterized by low student motivation and a focus on procedural learning over real-world applications. It argues that teacher training needs to provide opportunities for teachers to develop pedagogical skills and knowledge through analyzing student thinking and classroom examples. The document illustrates how qualitative research and collaboration can help teachers develop a deeper understanding of mathematical concepts and best practices for teaching them.
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
The document discusses the roles and responsibilities of teachers throughout history and today. It covers:
1) How teaching roles have evolved from ancient times like in Mesopotamia, Egypt, Greece, and Rome to modern times.
2) The key responsibilities of teachers as facilitators of learning, counselors/managers of student coexistence, and members of the school organization.
3) Best practices for teachers like understanding learning styles, having strong pedagogical skills, facilitating group work, and engaging with the school community.
Chris Farrell The role of the teacher in the modern classroomeaquals
This document discusses the various roles and perspectives of teachers. It begins by asking partners to define what a teacher is or does. It then lists several perspectives on teacher roles, such as instructors, organizers, assessors, and more. It explores how different stakeholders like students, institutions, and society view the teacher's role. It raises questions about teacher responsibilities to students and colleagues, and their role with new technologies. Overall, the document examines the complexity of defining the teacher's role from many angles.
Role of Classroom Teacher in guidance_kayeCee Saliendrez
The document discusses the roles and responsibilities of classroom teachers and guidance counselors. As the direct manager of the classroom, the teacher is responsible for helping students understand lessons, completing tasks to meet learning goals, and providing motivation and support. They also help students grow personally and socially. Students who do not conform to classroom practices may be referred to the prefect of discipline. Guidance counselors should not administer punishments and instead conduct counseling with struggling students. Their role is to help students understand the purpose and effects of misbehavior, not discipline them. The leading concerns of guidance include dealing with the complexity of living, developing self-direction and capabilities, discovering leadership skills, addressing multiple intelligences and learning styles, and providing solutions to adjustment
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
The document discusses different domains of learning including cognitive, affective, and psychomotor. It also mentions the roles of counselor, teacher, and facilitator in motivating and assisting learners. To be effective, teachers should lead by example and motivate students to listen, participate, and understand lessons.
This document defines different teacher roles and provides examples of activities where each role would be appropriate. The main teacher roles discussed are:
- Diagnostician: Finds out students' needs, interests, strengths and weaknesses.
- Planner: Chooses materials and methodology before lessons.
- Manager: Organizes classroom activities and manages student interactions during lessons.
- Other roles include informer, involver, language resource, facilitator, counselor, and assessor. The document provides a lesson example and matches teacher roles to different activities within the lesson.
Roles of the teacher inside the classroomAntar Hassan
The document outlines 9 different roles that teachers take on inside the classroom: planner, manager, monitor/observer, facilitator, diagnostician, language resource, assessor, and rapport builder. As a planner, the teacher prepares lessons in advance, and as a manager they organize the classroom and set rules. Additional roles include monitoring student work, facilitating learning, diagnosing issues, and building relationships between students.
There are several roles that teachers can take on in the classroom. The most common is the controller, where the teacher leads activities from the front by taking attendance, giving instructions, and reading aloud. Other roles include the prompter, who encourages student creativity and participation sensitively; the participant, who stands back and allows students to work independently while providing feedback; the resource, who offers guidance by answering student questions; and the tutor, who combines advising and organizing to create an enhanced classroom atmosphere. Overall, the document discusses that while teaching is challenging, it can be very rewarding, and teachers have varying views of themselves and their profession depending on the roles they take on.
The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
Professor Demetrios G. Sampson will give an invited public lecture at HKU on November 17, 2016 about teaching and learning analytics for classroom teachers. He will discuss how educational data can support data-driven decision making in schools and how teachers can use teaching analytics to analyze their lesson plans to improve them. He will also explain how learning analytics can be used to analyze classroom delivery of lesson plans to discover more about students.
The document outlines the various roles of teachers and learners. It describes 8 key roles for teachers: controller, organizer, participant, assessor, prompter, observer, tutor, and resource. Some of the main responsibilities for each role are mentioned, such as the teacher being in charge as controller or helping students as a resource. For learners, the roles include actively engaging in learning, being assessed through various classroom activities, and demonstrating their knowledge through self-assessment.
Duties and responsibilities of a teacherCma Agarwal
Students are defined as those devoted to learning from teachers or books, who study in an attentive and systematic manner and pay the price for education. Teachers are defined as people who impart knowledge and remove darkness, taking disciples from ignorance to knowledge. They work as torchbearers of change by transferring knowledge, providing enlightenment, aligning teaching with real life, building character, offering a healing touch, nurturing thoughts into reality, and giving lessons shape. Effective teachers are punctual, professionally dressed, knowledgeable about their subject and current affairs, well-prepared, and follow rules and regulations.
1. The document discusses how technology is being integrated into the educational process and changing classroom environments and teaching strategies. It explores how tools like computers, the internet, and multimedia resources are being used to enhance learning.
2. Both teachers and students are taking on new roles in this technology-driven environment. Teachers are utilizing different strategies and resources while students are more actively involved in the learning process.
3. For technology to be effective, it must be purposefully integrated into the curriculum to meet specific teaching and learning objectives. Its use should facilitate collaboration and shift focus from teacher-centered to learner-centered models of instruction.
1. The document discusses how technology is being integrated into the educational process and changing classroom environments and teaching strategies. It explores how tools like computers, the internet, and multimedia resources are being used to enhance learning.
2. Both teachers and students are taking on new roles in the technology-enabled classroom. Teachers are using more collaborative strategies and acting as facilitators, while students become more active in their own learning.
3. When used appropriately to achieve learning objectives, technology can promote more interactive, cooperative, and learner-centered approaches. However, the successful integration of technology depends on carefully considering how it impacts all aspects of teaching and learning.
Evaluation of educational technology and its current applicationRhoda malazarte
This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
Integrating technology into the classroom curriculum provides students with skills needed for the future. It allows them to research topics, create websites, and take online assessments. When technology is used effectively, it engages students, enhances learning, and changes the teacher's role to advising and coaching.
Technology use refers broadly to using technology in daily life and activities, while technology integration specifically involves using technology in educational contexts to enhance student learning. Technology integration encourages students to engage with technology in ways that promote conceptual understanding, application of knowledge to real-world problems, and development of critical thinking skills. Educators facilitate student communication, collaboration, and assessment using technology. While technology use on its own is not the same as integration, ensuring technology is incorporated into lesson plans across subjects can benefit students.
Educational technology is the study and practice of using technology to improve learning. It focuses on using technological processes and resources to facilitate learning. Edgar Dale developed the Cone of Experience model which shows that retention rates increase when learners are more active in the learning process. The ASSURE model provides a systematic approach for lesson planning that integrates technology. It involves analyzing learners, stating objectives, selecting materials, utilizing materials, requiring learner performance, and evaluating. Computers can be used as information tools, communication tools, constructive tools, and situating tools based on constructivist and social constructivist learning theories. The internet allows access to vast amounts of information and facilitates communication and knowledge sharing. Technology plays an important role in modern education by making
My portfolio in educational technologyangelbajoangelpagador
This document summarizes the student's portfolio in educational technology. It outlines the student's background and introduces the topics of educational technology, EdTech 1, and EdTech 2. In EdTech 1, the student learned about the roles and positive impacts of technology in learning, as well as concepts like Edgar Dale's Cone of Experience. In EdTech 2, the student studied learning theories like constructivism, generative learning, discovery learning, and meaningful learning. The document concludes by stating that the lessons helped the student become more computer literate and an effective learner through the use of technology.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
1. Educational technology refers to the study and ethical practice of facilitating learning through the use of technology. It involves applying instructional design principles and cognitive psychology to assess, design, implement and evaluate the use of technological tools and resources for learning.
2. Instructional technology is a subset of educational technology that focuses more narrowly on the teaching and learning process. It involves using technology tools to improve student learning and assessing their progress towards defined learning objectives.
3. While instructional technology deals with applying technology to instruction, educational technology has a broader scope that also includes developing human capabilities through other technological systems and processes beyond just teaching and learning.
This PowerPoint presentation introduces educational technology. It defines educational technology as utilizing modern machines and devices to increase learning and develop student interest. It discusses the historical development of educational technology from ancient teachers to modern devices. It also outlines the roles of educational technology in learning, including as a tool to support knowledge construction, as an information vehicle, and to support learning by doing and conversing. Overall, the presentation provides an overview of key concepts in educational technology.
Educational technology uses digital mediums to enhance teaching and learning both in the classroom and online. It aims to make learning more student-centered and interactive through tools that allow students to access information, collaborate with others, and reflect on what they are learning. When used properly, educational technology can engage students, make abstract concepts more concrete, and make learning more permanent and less dependent on verbalism alone. It provides opportunities for independent learning while decreasing the time spent on instruction.
There are three main points:
1. Educational technology is a field of study concerned with using educational methods and resources to facilitate learning. It emphasizes using diverse media like communication skills to improve teaching approaches.
2. There are five domains of educational technology: design, development, utilization, evaluation, and management. These are used to create effective instructional materials and improve the instructional process to enhance learning.
3. Learning through educational technology courses helps students understand how to use instructional media in relation to education. It allows them to engage with real-world situations and helps teachers facilitate learning.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and ongoing professional development and technical support. While ICT skills are important, the document emphasizes that technology alone does not transform teaching - teachers must use ICTs to support new learner-centric methods and strategic goals.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
Michele P. Davis is an 18-year-old student studying to become an elementary school teacher. The document discusses definitions of educational technology, how technology can benefit or harm learning, and models for how technology supports learning as either a teacher delivering content or a partner in the learning process. It also outlines Dale's Cone of Experience and conceptual models for discovery, meaningful, constructivist, and generative learning.
1) The document discusses Jeniffer Nova's portfolio in educational technology. It covers topics like educational technology, learning through Edtech 1 and 2 courses, and Nova's views on technology after taking these courses.
2) Educational technology is defined as the effective use of technological tools in learning. It involves tools like media, hardware, and software as well as theoretical perspectives for application.
3) Nova learned that educational technology helps future educators understand different technology uses in education. Technology integrates into 21st century teaching and learning but should only be used as a tool, not replace the teacher.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
Evaluation of Educational Technology and Its Current Applicationeverlypong
This document discusses educational technology and its role in teaching and learning. It defines educational technology as the development, application, and evaluation of systems, techniques and tools to improve the learning process. It describes how technology has changed education by facilitating new forms of online learning and shifting teachers' roles from purveyors of knowledge to guides. Teachers are now planners and facilitators of technology-based environments where students can take an active role in their own learning. The document also defines key terms like technology, evaluation, and educational technology and discusses how technology can enhance learning through multi-sensory modalities.
Technology Use vs. Technology Integrationdidistarita
Technology integration in the classroom involves thoughtfully employing technology resources and practices to enhance the learning process across subject areas. When integrated effectively, technology allows teachers to appeal to different learning styles, makes information easier to process and maintain, and enables students to more efficiently develop ideas, conduct research, problem solve, and express themselves creatively. According to experts, technology integration should make learning integral and not treat technology as a separate subject; when used meaningfully, technology can increase student exploration and understanding of course topics.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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11.the role of teacher and technology in perspective of classroom teaching
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 1, 2012
The Role of Teacher and Technology in Perspective of
Classroom Teaching
K.Venkat Satish (Corresponding Author)
Mother Teresa Institute of Science and Technology, Kotturu-Sattupally, Khammam-507303 , Andhra
Pradesh-India
Email: Kodhmuri.satish72@gmail.com
Boggavarapu Krishna Priya
Zilla Parishad Secondary School, Dammapeta-Khammam
Abstract
Classroom teaching is a demanding job. Teacher spends most of his time in teaching. Teacher is responsible
for many tasks in the classroom teaching. Teacher plans and implement the instructions. He plays the role
of managers, psychologists, counselors, custodians, communicators, social ambassadors and entertainers.
Sometimes teacher becomes disillusion and frustration while performing the multi tasks because the
classroom demands, distracts and challenges the teacher to use new tools to brush up the key concepts and
skills in regarding Science, Social Studies, Art and other curriculum standards. He tries to focus on
effective teaching with the help of new tools. The practice of new tools able the students to read, reason,
powerful writing, communicate productively with global community and conduct thoughtful research. The
teacher faces the success in the right implementation of tools i.e. technology. Now a day the integration of
technology in teaching and learning process has become a perennial one. Technology liberates to
reestablish the role and value of the individual classroom teacher. The two things are compulsory for the
usage of technology “first the perspective of the classroom must change to become learner centered, second,
students and teachers must enter into a collaboration or partnership with technology in order to create a
“community” that nurtures, encourages and supports the learning process” (Cognition and Technology
Group at Vanderbilt). This paper focuses on the relation between teacher and the technology in the
classroom teaching.
Introduction
In teaching and learning, technology should apply as a process rather than as a single, isolated and discrete
activity. The American Heritage Dictionary defines process as “a series of action, changes, and functions
bringing about a result” (AHD). Technology in education is not a mere object to introduce into teaching and
learning activities without considering basic principles of learning and sound teaching methodology.
Technology is an object that can be used at any time. Technology in education is guided by learning
principles and individuals. It retains the knowledge and required skills. Technology satisfies the student’s
expectations of the outcome of learning, application of knowledge, enrich practical life experiences.
Technology in Education is often considered, erroneously, as synonymous with instructional innovation.
Saetler argues that “educators are correct to resist mere innovation, but they should welcome educational
49
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 1, 2012
technology” (1). Submission of technology helps the teacher in sound teaching, learning principles, avoids
teaching hardware, out come of conventional mode of teaching, and helps to deliver instructions coherently.
The integration of technology with education grounds the sound practice. Fletcher says:
When you go to the hardware store to buy a drill, you don’t actually want a drill,
you want a hole, they don’t sell holes at the hardware store, but they do sell drill,
which are the technology used to make holes. We must not lose sight that technology
for the part is a tool and it should be used in applications which address educations
concerns (87).
In many schools, teachers are isolated from each other and preoccupied; Fullan calls “the daily press” of
getting through their schedule. The implementation of technology in the classroom brings creative
exploration, invention and testing. It breaks down the conventional atmosphere of isolate teaching and
boredom. Technology facilitates the work of teams and provides ample time for all round development. The
teacher can spend much time and bring innovative changes in the teaching methodology. Gardening
provides a useful metaphor for this process. We will see more growth if we cultivate the soil and fertilize
before planting. An exclusive focus on skills and software is a bit like spreading seeds across a concrete
playground. Henry Becker presents his research in this context that “the preferred teaching strategies and
styles of teachers usually determine or shape the patterns of technology usage. He says “traditional”
teachers are far less apt to allow students to use new technologies than “constructivist” teachers even when
they have networked computers in their classrooms.”
The scope of implementing technology is examined with a view of showing its relation with
pedagogy. Technology should be used to facilitate learning in the part of the instructional process. It should
include theories about technology integration and the application of research findings. Teachers should
select the desired technologies, skills to demonstrate the selected technologies, skills to evaluate
technologies, skills to customize and skills to address instructional problems to the students. The objective
and method of instruction include technology and outcomes of instruction. Diaz and Bontembal say:
Using technology to enhance the educational process involves more than just
learning how to use specific piece of hardware and software. It requires an
understanding of pedagogical principles that are specific to the use of technology
in an instructional settings … pedagogy- based training begins by helping teachers
understand the role of learning theory in the design and function of class activities
and in the selection and use of instructional technologies (2-6).
Technology in education is commonly used to enhance the instructions by the facilitator in the classroom.
According to Lever-Duffy, McDonald and Mizell “educational technology might include media, models,
projected and non-projected visual, as well as audio, video and digital media” and are likely to “confine
50
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 1, 2012
educational technology primarily to computers, computer peripheral and related software used for teaching and
learning” (4-5).
Technology helps the teachers to improve their productivity and professional practice. While
creating electronic documents, they can consider a variety of purposes and audiences, and effectively share
information locally and globally. Through the use of educational technology, teachers can present and assess
student work and communicate more easily with parents. The following table exhibits the productivity and
professional practice by the teacher with the help of technology:
Competency Initial Developing Proficient
A. Use educational I create electronic I use desktop I use technology to communicate and
technology to documents using publishing and collaborate with students, parents and
communicate/collaborate word processing multimedia tools to colleagues.
with students, parents software as create newsletters,
and teachers. instructional brochure and
materials and presentations.
assessments tasks.
B. Use online resources I use e-mail to I search the Internet I incorporate online courses,
to communicate/ communicate on a and online distance learning and/or video
Collaborate with school regular basis and resources to locate conferencing as instructional tools.
community (students, search the Internet for and retrieve
parents & teachers) and curriculum related curriculum-related
global community. information. information.
C. Use technology to I use technology tools I use data to assist I use different applications to collect
collect and manage date such as spreadsheets in making sound and manage data as an internal part
related to teaching and and databases to educational of my classroom management.
learning. collect and manage decisions regarding
data. classroom
management.
D. Identify, use and I consistently look for I align new skills I experiment with new concepts and
evaluate technology to opportunities to learn with curriculum pilot new practices, using
support the learning about new software strategies for technology for ongoing, embedded
process for all students applications and skills integration and professional development.
through ongoing that expand my share ideas and
professional working knowledge resources with
development. technology and colleagues.
promote best
practices.
It is very important for teachers to use a variety of teaching methods to evaluate and modify their students.
Teachers engage students in an exploratory learning experience which is designed to stimulate thinking.
Bruner states:
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 1, 2012
To instruct someone … is not a matter of getting him to commit results to mind.
Rather, it is to teach him to participate in the process that makes possible the
establishment of knowledge. We teach a subject not to produce little living libraries
on that subject, but rather to get a student to think mathematically for himself, to consider
matters as historian does, to take part in the process of knowledge-getting. Knowing is a
process not a product (72).
Teacher explores the process of technology and searches the ways to accomplish his teaching effectively. It
develops the rationale to examine the appropriateness of using technology are companionable with the
lesson plan and learning outcomes. The process of exploring the relationship between technologies is on the
part of teachers. Mezirow argues:
Thinking critically involves our recognizing the assumption underlying our
beliefs and behaviors. It can give justification for our ideas and actions. Most
important, perhaps, it means we try to judge the rationality of these justifications (p xvii).
The usage of advance technology can be adopted by the teachers from training institutions, coaching
centers, learning advance courses, attending workshops, crash courses or online learning programs. It offers
many advantages, such as:
Learning independently
Self- paced
Customized
Competency
No heroes need
Uniformity
Cost effective
Learning Vs Teaching
Driving Forces
Shows Impressive Track Record
Knowledge of training
Explore New World
Competency Based Learning
Weizenbaum argues that, lack of appropriate guidelines limit the teachers’ to use the technology for
instruction and limits the desire to explore the use of technology beyond basic applications, “computers can
be a powerful metaphor for understanding many aspects of the world.” It enslaves the mind that has no
metaphors and few resources to call on – the mind that has been educated with only facts and skills” (51).
The personal constraints of the teachers can’t fully integrate the technology into their own
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Vol 3, No 1, 2012
practices because of organization, administration, pedagogy and personal. Leh claims that the teachers
acknowledge “technology was more of problem with multiple facets rather than a solution …” (19).
Imparting technology into a curriculum makes an impact on students’learning. Technology should not be
treated as a separate entity but should be considered as an integral aprt of instructional delivery. The teacher
should select the objective of the lesson, methods of instruction, evaluation, feedback and follow-up
initiatives. Most of the teachers have a narrow view on technology. They fail to relate it to pedagogy to
improve the teaching or facilitate learning. Teachers are not making widespread use of their networks now
that many more schools and classrooms are wired. Most teachers are not well prepared to use new
technologies. Teachers are isolated from each other and preoccupied with their regular schedule. Means
points out that technology training must go beyond focusing on the acquisition of technical skills but
attention should be given “to the instructional strategies needed to infuse technological skills into the
learning process”(92). Technology for teaching and learning should be part of the instruction milieu.
Technology training tends to focus on computer applications such as word processing, spreadsheets and
databases. Sprague et al argues:
Using technology for instruction should include mastery of the techniques
to apply it to teaching (24).
Technology helps teachers to think how to integrate it into day to day instructions in the classroom teaching
because:
Technology used as a cognitive tool helps students to understand concepts, develop conceptual
models and solve problems.
Technology used as communication tool fosters discourse and collaboration among educators,
students, parents, and the community.
Technology used as management tool increases efficiency for teachers and students.
Technology used as an evaluation tool helps teachers reflect on an modify instruction and provides
feedback on student learning.
Technology used as a motivational tool encourages and engages students in learning.
The teacher recognizes his relation with technology in education and pedagogical decision –
making. Anderson and Borthwick evidences “participants whose technology instruction was integrated in
their methods course reported more frequent use of technology for both teacher productivity and student
project during both on – campus courses and their first year of actual classroom teaching” (5). The relation
between teacher and technology explores the pedagogical issues which are relevant and consider successful
application of technology into teaching and learning. It is very important to perceive technology as a part of
pedagogical process. Teachers must understand the basic pedagogical principles that govern the application
of technology into teaching and learning. Technology implementation should be identified by the teacher at
the planning stage, students readiness, lesson objectives, methods of presenting, evaluation strategies,
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Vol 3, No 1, 2012
follow-up activities etc. the poor implementation of technology by the teacher may affect the desired
outcome.
WORKS-CITED
1. Anderson, C.L. & Borthwick, A. Results of separate and integrated technology instruction in
pre-service training. ERIC Reproduction Document # IRO21919, P.14.
2. Becker, Henry. Internet Use by Teachers. 1999. http://
www.crito.uci.edu?TLC/FINDINGS/internet-use/start page.htm.
3. Cognition and Technology group at Vanderbilt (1992). “The Jasper Experiment: An Exploration of
Issues in Learning and Instructional Design.” Educational Technology Research and Development,
40 (1), 65-80.
4. Diaz, D.P & Bontenbal, K.F. Pedagogy-based technology training. In P.Hoffman & D.Lemke
(eds.), Teaching and Learning in a Network World, P. 50-54. Amsterdam, Netherlands: 105 Press.
5. Fletcher, G. Former director of the Division of Educational Technology, Texas Education Agency,
executive Vice President of T.H.E. Institute quoted in T.H.E. Journal, 24 (4), P.87.
6. Fullan, Michael G. The New Meaning of Educational Change, New York: Teachers College Press.
7. Lever – Duffy, J. Mc Donald, J.B & Mizell ALP. Teaching and learning with technology, San
Francisco: Pearson.
8. Mezirow, J. Fostering critical reflection in adulthood: A guide to transformative and
empanicipatory learning. San Francisco: Jossey – Bass.
9. The American Heritage Dictionary of English Language (3rd edition). Boston, MA: Houghton
Mifflin Company.
10. Weizenbaum, J. Computer power and human reason. San Francisco, CA: W.H. Freeman.
11. Leh, A.S. Learned from service learning and reverse mentoring in faculty development: A case
study in technology training. Journal of Technology and Teacher Education, 2005 13(1), pp.15-41.
12. Means, B. Introduction: Using technology to advance educational goals. In B. Means (Ed),
Technology and education reform: the reality behind the promise, San Francisco: Jossey-Bass,
1994, p.92.
13. Sprague, D., Kopfman, K & Dorsey, S. Faculty development in the integration of technology in
teacher education courses. Journal of computing in Teacher Education, 1998, 2(14), pp.24.
14. Saetler, Paul. The Evolution of American Educational Technology, Dencer, Co:Libraries Unlimited,
1990, p.1.
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