This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers - Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations of how these beliefs manifested in their classroom practices. The document concludes by previewing how these findings contribute to understanding the relationship between teacher cognition and technology integration.
integrating technology in fl classroom is challenging and rewarding. Teach culture, demonstrate communication, encourage comparison, broaden community using a connected classroom. Thanks to http://theconnectedclassroom.wikispaces.com/ for the video "a history lesson"
Mining Matters Teachers' Workshop - Modern Mining and Technology Week SudburyMining Matters
Teachers of students ranging from grades 4 through 7 from the Sudbury area attended a Mining Matters workshop on April 30 and May 1, to learn how to deliver Earth Science based activities and to use the materials provided in their lessons. At the same time, their students enjoyed a free student workshops and visited Dynamic Earth for special MMTS programming.
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Slides from a presentation for K-12 teachers and student teachers at the Mobile Learning Technology Conference at the University College of the North in The Pas, Manitoba, March 22, 2010: an exploration of the possibilities offered by modern mobile technology for k12 students.
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
Pushing the limit modelling 21st century tlMahani Mohamad
slide presentation for TESL Language Camp XV 2014. We will have been given a day slot to handle a workshop on on any topic of choice. Since the theme for this year's language camp is Pushing the Limit, it would be appropriate to have a workshop on technology in the classroom or multimedia or web2.0 app of sort... this is the first draft of the presentation. I'm going to demo and take the students along for a hands on experience on a few of those mentioned software and web2.0 apps.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Your most welcome to use the information provided however if it is referenced in a publication please cite as Kimberly Bunts-Anderson (2010) Teacher Perceptions. (Power Point Presentation), E-Learn 2010, Madrid, Spain. Retrieved + URL
integrating technology in fl classroom is challenging and rewarding. Teach culture, demonstrate communication, encourage comparison, broaden community using a connected classroom. Thanks to http://theconnectedclassroom.wikispaces.com/ for the video "a history lesson"
Mining Matters Teachers' Workshop - Modern Mining and Technology Week SudburyMining Matters
Teachers of students ranging from grades 4 through 7 from the Sudbury area attended a Mining Matters workshop on April 30 and May 1, to learn how to deliver Earth Science based activities and to use the materials provided in their lessons. At the same time, their students enjoyed a free student workshops and visited Dynamic Earth for special MMTS programming.
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Slides from a presentation for K-12 teachers and student teachers at the Mobile Learning Technology Conference at the University College of the North in The Pas, Manitoba, March 22, 2010: an exploration of the possibilities offered by modern mobile technology for k12 students.
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
Pushing the limit modelling 21st century tlMahani Mohamad
slide presentation for TESL Language Camp XV 2014. We will have been given a day slot to handle a workshop on on any topic of choice. Since the theme for this year's language camp is Pushing the Limit, it would be appropriate to have a workshop on technology in the classroom or multimedia or web2.0 app of sort... this is the first draft of the presentation. I'm going to demo and take the students along for a hands on experience on a few of those mentioned software and web2.0 apps.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Your most welcome to use the information provided however if it is referenced in a publication please cite as Kimberly Bunts-Anderson (2010) Teacher Perceptions. (Power Point Presentation), E-Learn 2010, Madrid, Spain. Retrieved + URL
A Study of the Challenges to Information and Communications Technology in Gir...HCI Lab
SKERG Seminar with TA Sarah Almoaiqel on challenges to ICT integration in girl's schools in Saudi Arabia. The synoposis of this presentation is available at https://skerg.ksu.edu.sa/Socio-Technical
TOJET The Turkish Online Journal of Educational Technology.docxMARRY7
TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology 183
THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE
ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND
TECHNOLOGY STUDENTS
Oğuz SERİN
Cyprus International University, Faculty of Education,
Nicosia-North Cyprus
[email protected]
ABSTRACT
This study aims to investigate the effects of the computer-based instruction on the achievements and problem
solving skills of the science and technology students. This is a study based on the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for
children were used to collect data. The experimental group received the computer-based science and technology
instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically significant increase in the
achievements and problem solving skills of the students in the experimental group that received the computer-
based science and technology instruction.
Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet,
achievement, problem solving skills, primary education
INTRODUCTION
Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science
laboratories in the educational curricula of the developed countries. One of the aims of the science and
technology course is to train individuals capable of keeping up the fast developing and changing science world
and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in
revealing the effects of the computer-based instruction, which began to be used with the invention of the
computer, which is one of the most important technological devices of the time.
As a result of the rapid development of the information and communication technology, the use of computers in
education has become inevitable. The use of technology in education provides the students with a more suitable
environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the
students’ motivation. The use of technology in this way plays an important role in the teaching and learning
process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...
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This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
Denyze Toffoli & Geoff Sockett
Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers/trainers
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Purpose of Study Explore Arabic language teachers’ beliefs about the use ICT (as a precondition for effective technology integration) “.. if our efforts to extend the educational applications of technology are to be successful, it is important to understand how such visions and beliefs are both formed and transformed” (Albion & Ertmer, 2002)
3. How & Why? The research is situated in the Arabic Language Institute (ALI) at the American University in Cairo, Egypt Funding was largely allocated to installing the latest technologies However, ICT adoption remained minimal
4. Factors for Adoption The literature on ICT and teaching identifies various factors associated with teachers’ adoption of technology. They are as follows:
8. Theoretical Framework Professional Coursework Schooling Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)
12. Theoretical Framework Professional Coursework Schooling Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)
13. Theoretical Framework Professional Coursework Early Experiences Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc ICT Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)
14. Meet My Teachers! Dalal 22 years of experience in teaching Arabic as a foreign language MA in TAFL PhD in Teaching Methodology
15. Meet My Teachers! Heba 13 years of experience in teaching Arabic as a foreign language MA in TAFL
16. Meet My Teachers! Laila 30 years of experience in teaching Arabic as a foreign language MA in TAFL
17. Teacher Cognition & Practice Cognitions about ICT integration How these cognitions are reflected or not reflected in practice – Match or mismatch between espoused theory and theory-in-action (Argyris & Schön, 1974)
19. Understanding Cognitions in Context Imagine, the very beeeautiful poems of the past, that we might not fully understand because of their difficult words.. If you see them as images, it will make a huge difference, and you will learn them fast. This might actually help Egyptian youth appreciate the own language (Technological Reflections, 23.04.2008)
20. Understanding Cognitions in Context I feel that I should be versed in so many things related to technology, which would assist me in my teaching, facilitate things for me and for the students.. However, I feel impotent in the face of this. The problem is that I am busy with many other things and don’t have the time to learn or practice (Technological Reflections, 23.04.2008)
21. Understanding Cognitions in Context .. and my fear that things will go wrong.. This is the thing that influences me the most.. Though we always joke about it [technical failure] and I ask them: “Who is the engineer here? Would you please come forward and fix this for us?” and so. But, of course, I feel very embarrassed (Technological Reflections, 23.04.2008)
22. Understanding Cognitions in Context Colleagues are of major importance because I always resort to them when I want to learn something, and they ask me too. Everyone knows bits and pieces that we assist each other with.. (Technological Reflections, 23.04.2008)
23. Dalal’s Cognitions at a Glance Fear of failure Reveals the beauty of Arabic Colleagues Time Bigger institutional role Better safe than sorry! Situated learning Image
29. Understanding Cognitions in Context There is no way for teaching the Arabic language except moving in this direction.. that we teach with the use of technology (Technological Reflections, 17.03.2008)
30. Understanding Cognitions in Context It’s a matter of somebody being a bit adventurous. Somebody sitting in front of a machine, a computer for example, for a long time, playing with it, trying this and tying that (Technological Reflections, 17.03.2008)
31. Understanding Cognitions in Context This is one of the areas where Waheed [one of her colleagues] always gave me support. I used to have fears. Honestly, I am much better now. He used to encourage me a lot [by saying]: “We make it. It does not make us.. We operate it. It does not operate us”. With time, the fears I had for the machines disappeared (Interview, 25.02.2008)
32. Understanding Cognitions in Context This idea that I always want to treat it [Arabic] in a special way, to develop special criteria for it, to treat it as if I was treating persons with special needs. I don’t want this. No, what applies there [to other languages] will apply here. We are no different. (Technological Reflections, 17.03.2008)
33. Heba’s Cognitions at a Glance Time determination Responsibility Autonomy Resourcefulness Colleagues Experimentation
39. Understanding Cognitions in Context Regardless of any technology-related frustrations that take place due to many factors, I don’t think I can do without its tools now, after arriving at them, and experiencing their benefits and the pleasure of using them. Clock hands never move backwards and neither will my journey (Technological Reflections)
40. Understanding Cognitions in Context Students are more enthusiastic about the subject matter.” We will watch a movie” [they say referring to her PowerPoint Presentations]. We switch off the lights. I feel happy when I see grammar becoming something attractive..[It] has always been something boring and monotonous.. So, when it becomes a source of motivation for students, that is really beautiful (Interview, 24.01.08)
41. Understanding Cognitions in Context There is a beautiful spirit and great closeness on a personal level. This is reflected professionally as well. (Interview, 29.05.08)
42. Understanding Cognitions in Context I used to teach using audio tapes. [At the beginning of the semester] I told the students, as I have always done for the past twenty years: “Please bring in four empty audio-tapes each, so I can record the homework for you”. They responded: “We don’t have tape recorders”. I asked: “Why not?”. [They told me] “.. No one uses these things..”I asked: “You don’t use them?”. They said:”Never.. We are a generation that does not use tapes”(laugh). I wondered what to do. I was puzzled. (Interview, 06.12.09)
43. Laila’s Cognitions at a Glance Colleagues Determination Time Positive pressure Motivation Responsiveness Image
48. .. Coming Next ..So, how does all this add to our understanding of teacher cognition and ICT?.. to be shared at the next EuroCALL Teacher Education workshop ..Stay tuned!