Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
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Narrative Report: Class Discussion on the Ten Commandments
Date: [Current Date]
Class: [Class Name]
Teacher: [Teacher's Name]
Introduction:
In today's class, we delved into a meaningful and thought-provoking discussion on the Ten Commandments. The aim was to enhance the students' understanding of these ancient principles and their relevance in modern society. Through interactive activities and engaging dialogue, we explored the moral and ethical values embedded within the commandments.
Summary of Activities:
Icebreaker Activity: To set the tone for the class, we began with an icebreaker activity where students shared their interpretations of what it means to lead a moral and ethical life. This allowed them to reflect on their own beliefs and attitudes.
Historical Context: We briefly discussed the historical context of the Ten Commandments, highlighting their origin in biblical texts and their significance to the Jewish and Christian traditions. This background information helped students grasp the commandments' cultural and religious importance.
Commandment Analysis: We analyzed each of the Ten Commandments individually, encouraging students to express their thoughts and interpretations. We examined the practical implications of these commandments and how they relate to our daily lives.
Group Discussion: Students were divided into small groups to discuss the relevance of each commandment in today's society. They explored various scenarios and situations where these principles could be applied. The aim was to foster critical thinking and ethical decision-making skills.
Real-Life Applications: To further reinforce the relevance of the commandments, we discussed contemporary issues and ethical dilemmas faced by individuals and society. Students were encouraged to apply the commandments to these situations and propose ethical solutions.
Reflection and Sharing: We concluded the class by providing students with an opportunity for personal reflection. They were asked to share any insights gained, personal experiences related to the commandments, or any challenges they might face in adhering to them.
Conclusion:
Through this class on the Ten Commandments, students were able to explore and understand the moral and ethical values these ancient principles embody. The interactive activities and group discussions allowed for an engaging learning experience, enabling students to connect the commandments to their own lives and the challenges they encounter. By encouraging critical thinking and reflection, the class fostered a deeper understanding of the commandments' relevance in our modern society.
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Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation ProgramsIJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful implementation of tpack in teacherIJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Similar to M2_ICT-Pedagogy Integration in Language Learning Plans.pdf (20)
M3_Authentic Assessment in Affective Domain.pdfMartin Nobis
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning.
(Victoria State Department, 2017, as cited in Bonito, 2018)
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators.
(TechTarget, 2022)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Learning Outcomes:
At the end of the lesson, the learner should be able to:
discuss essential points to consider when integrating any ICT in
facilitating language education;
present learning plans that integrate ICT in the learning procedures
to be able to attain the learning outcomes, and;
plan for some activities that will help develop digital citizenship and
relate this to the development of 21st Century skills among learners.
3. Teaching has always been a challenging profession
since knowledge has been expanding and essential
skills have been increasing and changing. With these
challenges, teachers need to engage educational
technologies to assist them in the teaching and
learning process. Engaging educational technologies
in teaching are founded on principles and
philosophies. Understanding these will help you
successfully integrate technologies to allow your
students to demonstrate the intended learning
outcomes of your field of specialization.
5. 1. John Pisapia (1994)
Integrating technoloy with teaching means
the use of learning technologies to introduce,
reinforce, supplement and extend skills.
Integrating technoloy into curricula can
mean different things: 1) computer science
courses, computer-assissted instruction, and/or
computer enhanced or enriched instruction, 2)
matching software with basic skill
competencies, and 3) keyboarding with word
processing followed up with presentation tools.
6. 2. International Society for Technology in
Education (ISTE)
Effective integration of technoloy is achieved
when students are able to select technoloy tools
to help them obtain information in a timely
manner, analyze and synthesize the information,
and present it professionally. The technoloy
should become an integral part of how the
classroom functions - as accessible as all other
classroom tools.
7. 3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of
broader curriculum reforms which include both infra-
structural as well as pedagogical considerations that
are changing not only how learning occurs but what is
learned.
8. 4. Qiyun Wang and Huay Lit Woo ( 2007)
Integration Information and Communication
(ICT) into teaching and learning is a growing area
that has attracted many educators' efforts in recent
years. Based on the scope of content covered, ICT,
integration can happen in three areas: curriculum,
topic, and lesson.
9. 5. Bernard Bahati (2010)
The process of integrating ICT in teaching and
learning has to be done at both pedagogical and
technological levels with much emphasis put on
pedagogy. ICT integration into teaching and learning
has to be underpinned by sound pedagogical
principles.
10. 6. UNESCO (2005)
ICT integration is not merely mastering the
hardware and software skills. Teachers need to
realize how to organize the classroom to structure the
learning tasks so that ICT resources become
automatic and natural response to the requirements
for learning environments in the same way as
teachers use markers and whiteboards in the
classroom.
12. 1. Moursund (2005)
ICT includes all the full range of computer
hardware, computer software, and telecommunication
facilities. Thus, it includes computer devices ranging
from handheld calculators to multimillion worth
supercomputers.
13. 2. Tinio (2009)
ICT is a diverse set of technological tools and
resources used to communicate, create,
disseminate, store, and manage information.
14. 3. UNESCO (2020)
ICT is a diverse set of technological tools and
resources used to transmit, store, create, share,or
exchange information. UNESCO defines it also as a
scientific, technological, and engineering discipline,
and management technique used. ICT also refers to
handling information, its application, and
association with social, economic, and cultural
matters.
15. 4. Ratheeswari (2018)
ICT influence every aspect of human life. They
play salient roles in workplaces, in business,
education and entertainment. Moreover, many
people recognize ICTs as catalysts for change that
include change in working conditions, handling and
exchanging information, teaching methods, learning
approaches, scientific research, and in accessing
information communication technologies.
16. Vis-à-vis the five events are specific teaching
strategies, learning actions or experiences, related
media form, examples of non-computer based activity
and computer-based activity
Teaching
and
Learning
Event
Teaching
Action or
Strategy
Learning
Action or
Experience
Related
Media
form
Examples
of Non
Computer-
Based
Activity
Examples
of
Computer-
Based
Activity
Acquisition Show,
Demonstrate,
Describe,
Explain
Attending,
Apprehin-
ding,
Listening
Narrative:
Linear
presenta-
tional
TV, Video,
film, lectures,
books, other
print
publications
Lecture notes
online,
streaming
videos of
lectures DVD
Discovery Create or set
up or find out
or guide
through
discovery
spaces and
resources
Investigating,
Exploring,
Browsing,
Searching
Interactive:
Non-linear
presenta-
tional
Libraries,
Galleries,
Museums
CD Based,
DVD, or
Web
Resources
19. A. Conversational Framework of Laurilllard
(2002)
The teaching-learning process poses very complex
talks to allow learners to understand their lessons and
master the skills they are expected to demonstrate.
Thus, it will be reassuring if teacher will explore on
engaging various media to support various learning
activities in classrooms. This is how the
Conversational Framework (Laurilllard, 2022) may
support. The framework postulates a way of
presenting teaching and learning in terms of events.
20. There are 5 key teaching and
learning events in the framework
which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.
21. B. Three Fundamental Elements of ICT
Integration by Wang (2008)
Wang in 2008 posited that Integration of ICT
consists of three fundamental elements. These are
pedagogy, social interaction, and technoloy.
22. C. Categories for Information Communication
and Technoloy (ICT) in Teacher Training
There is a lot of researches that will prove that the
integration of ICTs can fully transform classroom
instruction. Haddad in 2003 states that teachers' use of
ICT supports the development of higher-order-thinking
skills (HOTS) and promotes collaboration. This is the
reason why training in ICT pedagogy-integration are
promoted.
23. D. UNESCO ICT Competency Framework for
Teachers
Having a society that is increasingly based on
information and knowledge and with the ubiquity of
Information and Communication Technoloy (ICT) for
instruction, UNESCO was able to develop ICT
competence Framework for Teachers (UNESCO, 2018).
24.
25. This frame work, which is a part of range of initiatives by the UN
and its specialized agencies including UNESCO, aims to promote
educational reform and sustainable economic development
anchored on the principles of objectives in the Millennium
Development Goals (MDG), Education for All (EFA), the UN
Literacy Decade (UNLD), and the Decade of Education for
sustainable Development (DESD). As shown from the framework,
the teachers have six aspects of work: understanding ICT in
education, curriculum and assessment pedagogy, application of
digital skills, organization and administration, and teacher
professional learning. Across the six aspects of work are the three
approaches to teaching based on human capacity development-
knowledge acquisitions, knowledge deepening, and knowleege
creation.