This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This essay is North Central University course "EL7002-8 Assignment four: Develop Successful Professional Development." The goal of EL7002-8 Assignment 4 is to provide students with deeper understandings of how the Technological Pedagogical Content Knowledge (TPACK) framework improves teaching and learning practices as well as identifies which learning environments comply with best practice. The assignment is written in APA format, includes references, and has been graded (A).
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
This essay is North Central University course "EL7002-8 Assignment four: Develop Successful Professional Development." The goal of EL7002-8 Assignment 4 is to provide students with deeper understandings of how the Technological Pedagogical Content Knowledge (TPACK) framework improves teaching and learning practices as well as identifies which learning environments comply with best practice. The assignment is written in APA format, includes references, and has been graded (A).
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
21st Century Skills & TPACK (English version)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie 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.
EL 7002-8 Assignment 4: Develop Successful Professional Developmenteckchela
This is a North Central University course (EL7002-8) assignment 4: Develop Successful Professional Development. It is written in APA format, has been graded by an instructor (A) and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
TPACK: A New Dimension to EFL Teachers’ PCK (liu et.al, 2014) by zainal 'arifin Zainal 'Arifin
This paper focuses on the technological pedagogical content knowledge (TPACK) of English as a foreign language (EFL) teachers. The paper first addresses how technology is connected with EFL teachers’ professional knowledge and the importance of TPACK in EFL teaching. In the second section, the paper discusses four points concerning EFL teachers’ challenge in developing TPACK. These points include integration of technology into teachers’ present knowledge system, the relationship between new and old knowledge, teachers’ willingness to accept new technology and teachers’ weaker position in using new technology. The last section covers the support to develop EFL teachers’ TPACK and suggests what specific measurements should be taken. The paper concludes that the development of TPACK for EFL teachers is a connection of two sources of knowledge, i.e. The formal knowledge and skills provided and supported by schools and teaching community and the practical knowledge in using technology.
Keywords: EFL teaching, technology, teacher knowledge, TPACK
Integrating ICTs in teacher training, categories for ICT in teacher training, ICT use as main content focus of teacher training, ICT use as part of teaching methods, ICT as core technology for delivering teacher training, ICT used to facilitates professional development and networking,
I tilt smartvet_presentation_ankara_finalTon Koenraad
Approaches & resources to promote teacher competencies development for effective interactive whiteboard use, Highlighting 2 EU projects: iTILT and SMARTVET.
Presented at ISNITE Conference 2013, Ankara
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
On behalf of TELLConsult I contributed a presentation, entitled 'Task-supported language teaching and technology-enhanced learning' to the final meeting of the EU project ETALAGE in Budapest. (more on this below)
'New developments in computer assisted language learning´ presented at the International Support & Teach 2011 Conference organised by the English for Kids Foundation,
NIFLAR workshop on designing for 3D @ Coimbra ConferenceTon Koenraad
Introduction for the workshop at the Coimbra Conference on NIFLAR's 3D environments in Second Life and Open Sim. Text and Images on the design principles and their realisations to support language practice and intercultural communication skills development.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
National ICT-e competence standards for initial teacher education.
1. National ICT-e competence standards
for initial teacher education.
A result of collaboration by Faculties
of Education in the Netherlands.
1
Ton Koenraad (TELLConsult, Netherlands)
www.tellconsult.eu
Aike van der Hoeff (HAN University of Applied Sciences, Netherlands)
7. Dutch ICT-e standards for prospective teachers
(Version 1, 2009)
• Collaboratively developed by NL teacher
training colleges (ADEF consortium)
• Describes knowledge, skills ánd attitudes
• Defines performance criteria
• Supports curriculum planning across disciplines
• Is not prescriptive re
subject content nor pedagogy
• Is also useful for CPD programs
7
9. Dutch ICT Standards for prospective teachers.
Contents (2013 update)
1. Attitude
– The teacher is creative, cooperates with other teachers regarding the use of
ICT, reflects on his own behavior regarding the use of ICT
2. Instrumental skills: Can make use of:
– office software
– Learning Management Systems
– testsoftware
– Authoring tools for multimedia learning materials development
3. Information literacy (Information skills)
4. General pedagogy: can use /make ICT available to:
– Present
– Cooperate and communicate
– Support individual work
– Coach & evaluate
– Test
5. Arrange and develop digital teaching materials
1. Find
2. Adapt / Develop
3. Knowledge of copyright models
9
10. Inspired by TPACK
1. TPACK means: Technological, Pedagogical
And Content Knowledge
2. It is a model to help integrate the use of
technology in teaching and learning
3. It is not prescriptive but aims to explain the
relationship between content, pedagogy and
technology
10
12. Technological Pedagogical Knowledge:
Knowing how ICT affects subject teaching
methodologies
Pedagogical Content Knowledge:
Know-how about subject specific pedagogy & methodologies
Technological Content Knowledge:
Realising how ICT influences how subject
matter can be acquired.
13. The premises of TPACK
• Teachers do have content knowledge, they
teach about it
• Teachers do have pedagogical knowledge and
experience, they use it while teaching
• Teachers should have ICT knowledge, so they
can use it when teaching
• These three ‘knowledges’
should be available to them
as integrated set
13
14. 14
A use case: Language Dept. at Faculty
of Education, Hogeschool Utrecht (NL)
16. 16
According to Bernie Dodge:
“There are at least two reasons that the World Wide Web is an exciting
development for educators:
• Using the Web breaks down the walls that separate schools from
everything else.
• Using the Web forces active learning.”
Why the Web?
17. 17
Active learning
In Dodge´s own words active learning
involves:
«putting our students in situations
which compel them to read, speak,
listen, think deeply, and write.
Active learning puts the responsibility
of organizing what is to be learned in
the hands of the learners themselves,
and ideally lends itself to a more
diverse range of learning styles.»
18. 18
WebQuest structure
1. Introduction: orientation & motivation
2. Task: what?
3. Process: how?
4. Resources: which information?
5. Evaluation: which criteria?
6. Conclusion: what have you learnt
& and how to consolidate?
Web
resources
Conclusion
Evaluation
Proccess
Task
Introduction
Teacher’s
page
20. 20
WebQuests in Language Ed.?
• The WQ-model can well accommodate current SLA-
views and MFL methodology
- learner-centredness, active learning, focus on learning strategies
• It can help MFL teachers to:
- relate learning to the real world
- enhance & (partly) replace textbook-based learning
- support transdiscipline curriculum activities
21. 21
Why a Project specifically for MFL?
Koenraad & Westhoff, 2003
22. 22
Project Rationale
• 1. Support for what is a triple innovation for most in-
service teachers:
– Change in language pedagogy
– extending skills: ICT and assessment & design of materials
– acquiring new or other classroom and task management skills
• 2. And … related competences development is not
widely available in initial Teacher Ed.
(Westhoff, 2005; Van den Branden, 2006; Koenraad, 2006)
25. From Pilot to Implementation
From teacher level to curriculum level.
• Early adopter in one
Dept. experiments in
methods course
• Shares experiences with
team members
• Other colleagues adopt &
adapt initial course
materials
• Dept. formalises course
• Other depts. include
element in their methods
courses
• Content teachers adopt
the approach and adapt
their teaching methods
• Relevant competences
included in ICT standards
• Process to realise
implementation in formal
curriculum
25
27. Thank you for your attention.
Questions welcome.
Ton.Koenraad@gmail.com
www.koenraad.info
Credits: Images taken from the ‘Four in Balance Monitor, 2012’
English version available
27