This document discusses teacher competencies and the role of educational technology. It defines teacher competencies according to national standards in Pakistan and outlines the knowledge and skills teachers need, including knowledge of their subject matter, child development, instructional planning, assessment, learning environments, technology, and collaboration. It also discusses teaching dispositions, microteaching, and the role technology plays in teacher education programs, such as through e-learning, mobile learning, multimedia use, and educational software development. The document emphasizes that technology alone is not enough and teachers need support integrating it into meaningful learning experiences.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
This document discusses readdressing the curriculum of teacher education programs to better support inclusion at the elementary level. It recommends:
1. Making knowledge of inclusive education, different types of disabilities, and strategies for teaching diverse learners compulsory in the theoretical component.
2. Increasing the duration and focus of practice teaching, with requirements to visit inclusive schools and teach lessons to students with disabilities.
3. Providing prospective teachers experience in simulated and actual inclusive classrooms to prepare them for real-world scenarios through community work and functional communication skill training.
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
This document discusses readdressing the curriculum of teacher education programs to better support inclusion at the elementary level. It recommends:
1. Making knowledge of inclusive education, different types of disabilities, and strategies for teaching diverse learners compulsory in the theoretical component.
2. Increasing the duration and focus of practice teaching, with requirements to visit inclusive schools and teach lessons to students with disabilities.
3. Providing prospective teachers experience in simulated and actual inclusive classrooms to prepare them for real-world scenarios through community work and functional communication skill training.
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
This document discusses teacher education. It begins by defining teacher education as a program that develops teacher proficiency through education, research, and training. The goal is to provide teachers with the skills needed to convey information to students. Effective teacher education encompasses teaching skills, pedagogical theory, and professional skills. There is a need for teacher education to ensure high quality teachers and improve student outcomes. The scope of teacher education involves preparing teachers at different education levels and incorporating teaching skills, theory, and professional development.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
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This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
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Teachers should have knowledge of various curriculum models and instructional planning approaches that are appropriate for learners. This includes understanding different pedagogical strategies like constructivism, technology integration, and standards-based teaching. Teachers are also expected to have strong classroom management skills and caring attitudes toward students. Effective teaching requires the application of educational theory and best practices to guide student learning.
This document appears to be a digital portfolio for a course on principles of education. It includes sections on the duties and responsibilities of Belizean teachers, the author's philosophy of teaching and learning, and reflections from case studies and teaching style inventories. The portfolio contains over 20 pages and covers topics such as defining what a teacher is, outlining teachers' legal responsibilities under the Belize Education Acts, emphasizing the importance of technology, professional development, and creating a supportive learning environment for students.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
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What is B.Ed? | B.ed syllabus | Brainstormingparas saini
BRAINSTORMING presents you the most detailed notes of B.Ed subjects that are easy to understand.
Understand "What is Bachelor's of Education?"
Join Telegram channel for B.Ed notes.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
TEACHER EDUCATION - INTRODUCATION TO TEACHER EDUCATION - UNIT 1 - COURSE COD...EqraBaig
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It encompasses pre-service education, induction training for new teachers, and continuous professional development. Teacher education programs impart subject knowledge, pedagogical skills, and professional dispositions. They are informed by theories from disciplines like psychology, sociology, and philosophy. Teacher education also aims to develop effective teaching skills, a foundation in educational theory, and professional competencies. It prepares teachers to meet the needs of students and face challenges in the classroom.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It involves imparting knowledge, skills, and professional dispositions to individuals in order to develop their teaching capacities. Teacher education programs provide pre-service and in-service teachers with subject knowledge, pedagogical skills, and professional skills through various models including consecutive and concurrent programs. Continuous professional development is also important for teachers to keep their skills updated throughout their careers as students and societies change rapidly. Teacher education draws from various foundations including the disciplines of philosophy, psychology, and sociology to understand teaching and learning.
The document discusses the domains, roles, and tasks of teachers. It describes three domains of teaching: 1) professional knowledge, 2) professional practice, and 3) professional engagement. It outlines the standards for each domain. The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers have personal, social, and professional tasks to perform. Their personal task involves self-reflection. Their social task is to serve the community. And their professional task is to demonstrate their professional qualifications and mastery of knowledge to educate students effectively.
What makes an english teacher to stand out among othersAlexander Decker
This document discusses what makes an effective English language teacher stand out. It identifies 7 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
5. Developing students' cognitive capacities and respect for learning.
6. Having pedagogical content knowledge about how to effectively present subject matter to students.
7. Employing a variety of teaching methods to meet learning goals and
Historical background of elementary teacher educationZahid Mehmood
The document discusses teacher education. It notes that teacher education aims to provide student teachers with knowledge, attitudes, and skills to function effectively as teachers. It involves philosophical, sociological, and psychological foundations to help student teachers understand students and learning. Teacher education prepares effective teacher educators and equips student teachers with teaching skills, pedagogical theory, and professional skills through relevant content and strategies.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
This document discusses teacher education. It begins by defining teacher education as a program that develops teacher proficiency through education, research, and training. The goal is to provide teachers with the skills needed to convey information to students. Effective teacher education encompasses teaching skills, pedagogical theory, and professional skills. There is a need for teacher education to ensure high quality teachers and improve student outcomes. The scope of teacher education involves preparing teachers at different education levels and incorporating teaching skills, theory, and professional development.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
Roles and Functions of Educational Technology in the 21st Century EducationEden Joyce Arenasa
To prepare students to play their role in the 21st century society we are a part of, it is necessary for them to learn about educational technology's roles and functions to be guided accordingly.
Teachers should have knowledge of various curriculum models and instructional planning approaches that are appropriate for learners. This includes understanding different pedagogical strategies like constructivism, technology integration, and standards-based teaching. Teachers are also expected to have strong classroom management skills and caring attitudes toward students. Effective teaching requires the application of educational theory and best practices to guide student learning.
This document appears to be a digital portfolio for a course on principles of education. It includes sections on the duties and responsibilities of Belizean teachers, the author's philosophy of teaching and learning, and reflections from case studies and teaching style inventories. The portfolio contains over 20 pages and covers topics such as defining what a teacher is, outlining teachers' legal responsibilities under the Belize Education Acts, emphasizing the importance of technology, professional development, and creating a supportive learning environment for students.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
What is B.Ed? | B.ed syllabus | Brainstormingparas saini
BRAINSTORMING presents you the most detailed notes of B.Ed subjects that are easy to understand.
Understand "What is Bachelor's of Education?"
Join Telegram channel for B.Ed notes.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
TEACHER EDUCATION - INTRODUCATION TO TEACHER EDUCATION - UNIT 1 - COURSE COD...EqraBaig
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It encompasses pre-service education, induction training for new teachers, and continuous professional development. Teacher education programs impart subject knowledge, pedagogical skills, and professional dispositions. They are informed by theories from disciplines like psychology, sociology, and philosophy. Teacher education also aims to develop effective teaching skills, a foundation in educational theory, and professional competencies. It prepares teachers to meet the needs of students and face challenges in the classroom.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It involves imparting knowledge, skills, and professional dispositions to individuals in order to develop their teaching capacities. Teacher education programs provide pre-service and in-service teachers with subject knowledge, pedagogical skills, and professional skills through various models including consecutive and concurrent programs. Continuous professional development is also important for teachers to keep their skills updated throughout their careers as students and societies change rapidly. Teacher education draws from various foundations including the disciplines of philosophy, psychology, and sociology to understand teaching and learning.
The document discusses the domains, roles, and tasks of teachers. It describes three domains of teaching: 1) professional knowledge, 2) professional practice, and 3) professional engagement. It outlines the standards for each domain. The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers have personal, social, and professional tasks to perform. Their personal task involves self-reflection. Their social task is to serve the community. And their professional task is to demonstrate their professional qualifications and mastery of knowledge to educate students effectively.
What makes an english teacher to stand out among othersAlexander Decker
This document discusses what makes an effective English language teacher stand out. It identifies 7 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
5. Developing students' cognitive capacities and respect for learning.
6. Having pedagogical content knowledge about how to effectively present subject matter to students.
7. Employing a variety of teaching methods to meet learning goals and
Historical background of elementary teacher educationZahid Mehmood
The document discusses teacher education. It notes that teacher education aims to provide student teachers with knowledge, attitudes, and skills to function effectively as teachers. It involves philosophical, sociological, and psychological foundations to help student teachers understand students and learning. Teacher education prepares effective teacher educators and equips student teachers with teaching skills, pedagogical theory, and professional skills through relevant content and strategies.
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7.TEACHER COMPETENCIES & ROLE OF EDUCATIONAL TECHNOLOGY.pptx
1. TEACHER COMPETENCIES & ROLE OF
EDUCATIONAL TECHNOLOGY
UNIT :7 C.C:8626 B.ED.
PRESENTED BY
ABID HUSSAIN
TUTOR AIOU(D G KHAN CAMPUS)
2. LEARNING OUTCOMES
After study this unit the prospective teacher
will be able to:
define teacher’s competencies according to
National Professional Standards for initial
preparation of teachers in Pakistan.
demonstrate teaching skills based on
National Professional Standards for initial
preparation of teachers in Pakistan.
explain the process of Micro Teaching with
examples
review the role of technology in teacher
education programs.
3. TEACHER COMPETENCIES
INTRODUCTION
Teaching is the specialized application of knowledge, skills
and attributes designed to provide unique service to meet the
educational needs of the individual and of society.
You are commonly heard about the term of “competent
teacher”, which varies person to person.
Without good competent teachers even the best system of
education is found to fail while with good competent teachers
the defects of the system can largely be overcome (Singh,
2007).
Competency is a narrower, more atomistic concept used to
label particular abilities (McConnell, 2001).
Teacher education programs should prepare teachers to
develop contexts that will support the learning of all of their
students (Hammond & Branford, 2005).
In particular, the care with which teachers support and guide
all their pupils’ learning forms an integral part for supporting
pupils to succeed in learning (Nodding, 2005)
4. CONT.
COMPETENCIES OF TEACHER
Teachers more than ever have a vital role to play in helping
students realize their futures by providing them with instruction
that gives direction and allows them to hone their new cognitive
and technological skills (Daggett, 2012).
As facilitators of learning, teachers encourage varied student
centered learning experiences, guide students to the right
conclusions, help them answer complex questions, and redirect
their misconceptions.
Teachers should promote highly rigorous and relevant learning in
which students have opportunities to tackle challenging problems,
the kind they are likely to encounter in life.
Internationally, there is growing interest in assessing teacher
competence prompted by demand for quality assurance and for
greater recognition of the teaching profession (Verloop, 1999).
5. CONT.
Teachers’ Knowledge
Teachers should rethink about the content of a
particular discipline as it relates to the lives of their
students.
To be effective communicators, teachers need an
understanding of both children and subject matter.
The teachers should know the content they are to
tend as well as that of the disciplines from which
their instructional subject matter may be taken.
The first is necessary for teaching anything at all.
The second applies a depth of knowledge
essential to the teachers’ feelings of intellectual
security and their abilities to handle instructional
content with greater understanding
6. CONT.
Knowledge About Subject Matter
Prospective teachers should have a command on
contents of subject matter. They should well aware
about the framework of National Curriculum for their
particular subject matter.
They should understand the different learning theories
and process of acquiring knowledge.
They should possess knowledge about the historical
development of theoretical concepts and structure of
different domains such as cognitive domain, Affective
Domain and psycho motor Domain.
Furthermore, they should understand the evolving
nature of subject matter and teaching techniques for
the teaching of discipline.
They should have knowledge to explain the
relationship of subject matter to other disciplines
7. CONT.
Knowledge of Human Growth and
Development
Teachers should aware different learning
theories to understand how student construct
knowledge, acquire skills and develop habits
of mind. Students learning style is influenced
by individual experiences, talent and prior
learning, as well as language, culture, family,
and community values.
They should understand the diverse style of
learning and aware about motivational
8. CONT.
.They should have knowledge to identify the
individual differences of students and
developmental abilities of students, which may
include learning differences, cultural and socio-
emotional differences, special physical or
emotional challenges and gifted and talented
exceptionalities.
. They should know the processes and skills
that help students to develop knowledge, skills
and dispositions of reflective thinking and
enable students to solve problems in classroom
and out of the class.
9. CONT.
Knowledge of Islamic Ethical Value
A competent teacher knows the Islamic code of
conduct (beliefs, prayers and ethics) in light of
teachings of Quran and Sunnah such as; equality,
justice, brotherhood, balance, tolerance and peace.
It does not mean that the non-Muslim cannot become
a competent teacher but he should know the ethical
values of Islam as Pakistan being an Islamic state.
Teachers should have an understanding of those
values which are globally accepted and being
promoted.
They should understand the present need of national
and global peace, and the factors affecting peace and
resulting in decline of the values and ethics
10. CONT.
Knowledge of Instructional Planning and
Strategies
Competent teachers possess the knowledge of
aims, goals and objectives of education as well as
the understanding of curriculum for specific
subject and their importance in instructional
planning.
They are well aware about the principles of
acquisitions of reading, writing and arithmetic skills
at different stages of development.
They know about the availability of appropriate
resources and materials for instructional planning
including the use of instructional technology to
promote students' attention and thinking.
They plan instructional strategies based on
11. CONT.
Knowledge of Assessment
Assessment is a continuous part of formal learning
process to evaluate students’ learning outcomes and
competencies.
The purpose of the assessment process is to assess
the competencies of individuals to practice selected
functions effectively and efficiently (Marry, 2015).
It is based on learning objectives of the instructional
process, and learning objectives of the instructional
process are expectations of curriculum and
policymakers.
These are presented in written form to the teachers.
Teachers should plan their instructional strategies in
the light of these learning expectations.
These expectations should be shared with learners so
that they can be more motivated towards learning
12. CONT.
Knowledge of Learning Environment
Teachers know and understand the importance of
positive learning environment and classroom
management.
They are well aware about the learning theories
including the principles and strategies of effective
classroom management that promote positive
relationships, cooperation and purposeful learning
activities in the classroom.
Classroom environment influences learning process of
all students. Teachers play major roles in creating
positive and comfort learning environment.
They should have knowledge about the techniques to
support enhancing the students more participation and
commitment for active and lifelong learning
13. CONT.
Knowledge of Using the Information
Communication Technologies
Experiences with technology can pave the way for
unprecedented learning opportunities.
However, without an education component,
technology cannot reach its full potential for supporting
children’s learning and development.
In early childhood programs, the education component
often means adults being nearby, interacting with
children and providing opportunities for peer-to-peer
learning to encourage children to gain the skills they
need for succeeding in school (Glaubke 2007;
McCarrick & Li 2007; Penuel et al. 2009).
Competent teachers should have understanding of
operating and integrating technologies in classroom
and laboratory activities
14. CONT.
Knowledge About Importance of Collaboration
The basic concepts of collaboration in teaching
should be developed among today’s teachers.
Teaching is not occurred in a vacuum and
students cannot be isolated from their families.
Education is a social process and societal
pressures cannot be eliminated in teaching
learning process, anyhow it can be minimized
through involving all stakeholders of education in
this phenomenon.
Teachers should understand the importance of
collaboration and role of the school within the
community and how to utilize partnerships to
15. CONT.
Knowledge about Professional Code of Conduct
Teachers know and understand about the
demands of a professional code of conduct and
how educational research and other methods of
inquiry can be used as a means for continuous
learning, self-assessment and development.
They should have knowledge in depth to be
inventive and innovative about teaching practice.
They know to develop and maintain a personal
professional portfolio.
Teachers may improve their professional
capabilities, propose new ways of teaching, and
be able to share their expert knowledge with their
colleagues through effective communication.
16. CONT.
Knowledge About Intellectual Status of English
Teachers have knowledge about the intellectual
Status of English Language in Pakistan.
English is an international language and its
promotion is necessary to assess the knowledge
assets which are commonly expressed in this
language.
They understand the main focus and aims of
teaching English as a subject at the national level
as well as the objectives of using English as
medium of instruction in Pakistan.
They should know the Syntax and structure of
English Language, English Teaching methods and
steps of learning process, and Specific learning
difficulties i.e. Second Language Impairment (SLI).
17. TEACHERS’ DISPOSITIONS
Teaching dispositions are may be called as
ideas, beliefs and aptitude for teaching due to
which a competent teacher is committed to
engage all students in active learning process.
According to National Professional Standards
of teachers, the main teachers’ dispositions are
given below.
Delivering Subject Matter
The Diversity Nature of Human Growth &
Development
Islamic Ethical Value
Instructional Planning and Strategies
Instructional Planning and Strategies
18. CONT.
Applying all Types of Assessment
Inductive Learning Environment
Using the Information Communication
Technologies
Collaboration
19. TEACHING SKILLS
There are many skills that teachers need in order to
be successful and competent teacher in the 21st
century, the most important skills are: promote
effective leadership, quality of teaching, ability to
collaborate, critical thinking skills, oral presentation
skills, written communication skills, ability to use
technology, willingness to examine civic and global
issue and chance to learn about new career
opportunities (Peterson, 2007).
According to national professional standards for
teachers the basic teaching skills are given below.
Explaining the Subject Matter
Promoting Cognitive Development
Practicing Islamic Ethical Value
20. CONT.
Activity Based Instructional Planning and
Strategies
Assessment
Inducing Learning Environment
Using the Information Communication
Technologies
Effective Collaboration
Enhancing Professional Development
Teaching of English
21. MICRO TEACHING
The teaching of a small unit of content to the
small group of students (6-10 members) in a
small amount of time (20 –30 min).
Microteaching is a scaled down teaching
encounter in which a teacher teaches a small
unit to a group of five pupils for a small period
of 5 to 20 minutes (L.C. Singh,1997).
Microteaching is real although the
environment is constructed. It focuses on
training for the accomplishment of specific
tasks such as instructional skills, techniques
of teaching, mastery of curricular materials
and demonstrations of teaching methods.
23. ROLE OF TECHNOLOGY IN TEACHER
EDUCATION
Successful teachers believe that all their students are
capable of learning – gathering information,
understanding complex material, posing and solving
problems, critiquing and questioning conflicting
information, constructing alternative perspectives and
synthesizing, comparing and analyzing evidence
(Irvine, 1997).
Teacher education programs should prepare teachers
to develop contexts that will support the learning of all
of their students. In particular, the care with which
teachers support and guide all their pupils’ learning
forms an integral part for supporting pupils to succeed
in learning.
A learning environment that recognizes children’s
strengths and differences is regarded as being positive
because it allows children to share and experiences
diverse perspectives (Duffy & McDonald, 2005)
24. CONT.
Technology Integration in Teacher Education
Program
Certainly prospective teachers become skilled with
technology only when they are aware of its
function, have access to it, and practice using it.
Students today are no more or less capable of
learning to use available technologies than
students have been in the past.
In fact, students typically use technology primarily
for social pursuits (i.e., communication and
entertainment) but not necessarily for academic
learning (Peck, Cuban, & Kirkpatrick, 2003).
Similarly, prospective teachers are no doubt
capable to use technology for social
communication but less capable or willing to
25. CONT.
E-Learning
Mobile Learning
Use of Multimedia
Development of Educational Software
The Future of Technology in Teacher
Education
26. CONT.
The important role that technology plays in education
gives teachers the opportunity to design meaningful
learning experiences that embed technology. The
technology needs to be appropriate for teacher and
student usage, including tools to help teachers
implement and integrate it into the classroom and
curriculum. Educational technology is the study and
ethical practice of facilitating learning and improving
performance by creating, using and managing
appropriate technological processes and resources.
Different modes of communication may be used to
train the teachers encouraging Technology Usage
behavior in learning environment such as; E
Learning, M Learning, Social Networking, Use of
Multimedia and educational Software.