This document summarizes the teaching practices of ICT student teachers at the Faculty of Education in the Czech Republic. It discusses the structure of the teaching practice program, including activities expected of student teachers such as planning and teaching lessons, assisting teachers, and supporting computer networks in schools. It also examines common challenges student teachers face, such as a lack of guidance on lesson planning and differences in student ICT abilities. Student teachers report learning about classroom management and technology issues in schools. They appreciate the support provided through Moodle but note that teaching practice is too short. The document provides insights into teaching practices from the perspective of ICT student teachers.
E-LEARNING TECHNOLOGIES AND HUMAN LEARNING PROCESSijejournal
Learning has been a recurrent and inseparable activity of human being since ever. People have been
inventing and discovering various methods and techniques to improve its acquisition process and ways.
One’s progress and development has always been evolutionary as regards to learning versatility. One has
come to know various tactics, techniques and technologies according to the developing circumstances. But
now, in the 21st century, it may be said that this process cannot be termed as evolutionary as it was in its
place a revolutionary phenomenon. Science and technology changes the whole internal mindset as well as
external perspective. Computer changes the whole scenario. With its introduction, the conception of
electronic era emerged. Electronic learning opened a new chapter in the history of human education and
knowledge. Virtual classroom concept came into being. Interactive means changed altogether. All these
means prove to be effective in the human learning process.
E-LEARNING TECHNOLOGIES AND HUMAN LEARNING PROCESSijejournal
Learning has been a recurrent and inseparable activity of human being since ever. People have been
inventing and discovering various methods and techniques to improve its acquisition process and ways.
One’s progress and development has always been evolutionary as regards to learning versatility. One has
come to know various tactics, techniques and technologies according to the developing circumstances. But
now, in the 21st century, it may be said that this process cannot be termed as evolutionary as it was in its
place a revolutionary phenomenon. Science and technology changes the whole internal mindset as well as
external perspective. Computer changes the whole scenario. With its introduction, the conception of
electronic era emerged. Electronic learning opened a new chapter in the history of human education and
knowledge. Virtual classroom concept came into being. Interactive means changed altogether. All these
means prove to be effective in the human learning process.
Barriers To E-Learning Job Training Presentation (no sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
FORMACIÓN GRATUITA CONTINUADA EN EL SECTOR DEL COMERCIO Y HOSTELERÍA, DIRIGIDA TANTO A ASOCIACIONES Y PROFESIONALES DEL SECTOR, COMO A EMPRENDEDORES, DESEMPLEADOS Y A CUALQUIER OTRO INTERESADO.
Barriers To E-Learning Job Training Presentation (no sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
FORMACIÓN GRATUITA CONTINUADA EN EL SECTOR DEL COMERCIO Y HOSTELERÍA, DIRIGIDA TANTO A ASOCIACIONES Y PROFESIONALES DEL SECTOR, COMO A EMPRENDEDORES, DESEMPLEADOS Y A CUALQUIER OTRO INTERESADO.
Exposición de mobiliario del diseñador Juan Zouain Arjona. Proyecto seleccionado por los Fondos Concursables para la Cultura del MEC en el que Sámago colaboró.
This catalogue: (version 6.0, updated January 2016), compiled by the Phantoms Foundation (coordinator of the Spanish Nanotechnology Plan funded by ICEX), provides a general overview of the Nano Companies (106) in Spain and in particular the importance of this market research, etc.
This version includes also tech transfer institutions in Spain from universities, technological institutes, etc.
PIERS Specialty Chemicals 2013 - Insights from Trade DataUBMGT PIERS
PIERS, the Standard in Trade Intelligence, provides a high-level view of top chemical commodities and markets based on aggregate trade data for U.S. chemical imports and exports. Learn what commodities are traded in high volume, what markets are growing for U.S. chemical exports, and identify trends in global chemical sourcing.
Palotai - Maszlik - "Kevesebből többet" - az MTM és a Lean együttműködése a R...mtmhu
"Kevesebből többet" - az MTM és a Lean együttműködése a Robert Bosch Elektronika Kft-nél
Palotai László, ipari mérnök csoportvezető
Maszlik Dávid, munkatervező, ipari mérnök
Robert Bosch Elektronika Kft.
I. Industrial Engineering Szakmai Nap
2010.11.12, Budapest
www.mtm-hungaria.hu
CONFERENCIA ESPAITEC-UJI: APLICACIÓN DE LAS TECNOLOGÍAS WEB 2.0, REDES SOCIAL...Santiago Bonet
OBJETIVO: Mostrar cómo aplicar las nuevas Tecnologías de la Información y las Comunicaciones (TIC) en los procesos empresariales para que obtengan beneficios por diferenciarse de su competencia con el uso de las TIC, haciendo un recorrido a través de los resultados de los principales proyectos de innovación en TIC llevados a cabo de los últimos años por AIMME junto a empresas innovadoras valencianas, a modo de proceso evolutivo, destacando los beneficios de la aplicación de las TIC en la estrategia empresarial, así como los recursos y cambios organizativos necesarios para llevarlo a cabo con éxito.
The Bionic City by Melissa Sterry. Published September 2011.Melissa Sterry
Introduction: 'In the course of her research, Melissa Sterry came to realise that "what humankind considers a force for destruction, nature considers a force for creation". Melissa is now developing The Bionic City: a model that transfers knowledge from complex natural ecosystems to a blueprint for a future city resilient to extreme meteorological and geological events.'
Published in the Sept/Oct 2011 issue of Sustain.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles e...eMadrid network
Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles educativos". Ronit Ben-Bassat Levy, Weizmann Institute of Science. El efecto de la tecnología educativa en las actitudes hacia el aprendizaje STEM. 2016-01-22.
Does the One Laptop Per Child Initiative Improve Primary Education?John Auxillos
Slides for my presentation at the Comparative International Education Society Conference 2013 at New Orleans, LA, USA on March 13, 2013 during the ICT4D Special Interest Group Highlighted Session: Technology and Education Shifts
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.
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
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. TEACHING PRACTICE FROMTHE PERSPECTIVE OFICT STUDENT TEACHERSAT THE FACULTYOF EDUCATION Miroslava ČERNOCHOVÁ
2. INTRODUCTION Jan Amos Komensky(1592-1670 Naarden) Bedřich Hrozný Via lucis (Cesta světla) Didactica magna Didactica Orbis pictus Hittite writing system solution Pavel Spurný Josef andKarel Čapek They created the word "Robot“ R.U.R. IFIP Brisbane, 2010 Located the place where a meteorite fell
3. INTRODUCTION Jakub Rož Developer in Secondary School, aged 16 David Mudrák Graduated from the Faculty of Education (one of 16 core MOODLE developers) ŠKOLNÍ SEŠIT(MySchoolNotebook) IFIP Brisbane, 2010 http://www.youtube.com/watch?v=3TnlTRep8Zs
4. INTRODUCTION ICT in Education in CZ ICT as a compulsory integraldomain in curriculum ICT, Informatics, Computer Science, Programming, Working with computers, ... Základypráce s počítačem Vyhledáváníinformací a komunikace Zpracování a využitíinformací ICT in curriculum ICT teachers Hardware/Software equipment in Czech Schools Support for ICT in education NO governmentalpolicyfor ICT in Ed. Experienceswith ICT in schools
5. Teaching practice in initial Teacher Education at Charles University in Prague, Czech Republic: Faculty of Maths and Physics: Informatics Education Faculty of Education: ICT Education Technical and Informatic Education Teaching practice Bachelor´s study Master´s study Year 1 Year 1 Year 2 4 weeks teaching practice 4 weeks teaching practice One semester visiting and monitoring schools INTRODUCTION IFIP Brisbane, 2010
6. Teaching practice in ICT In Primary and Secondary Schools (age 11-19) A system of schools collaborating with the Faculty of Education Supervisors (university staff) Some ICT student teachers prefer to choose schools that they attended as a child (good relationship with their mentors) work in schools as part/full time non-qualified teachers to obtain experience with Assessment of pupils learning outcomes Juridical responsibility Communication with parents Network administrators work with children in optional ICT courses or after-school activities work in computer private companies TEACHING PRACTICE IFIP Brisbane, 2010
7. Student's activities during teaching practice: To plan and teach at least 12 classroom lessons To assist school teachers To help a mentor with other student activities To support a schools computer network (Software and Hardware installation, supervision, etc.) To train teachers in using ICT To organise after-school ICT activities (optional courses for children) To teach children aged 6-10 Four competencies: Subject content competency (professional knowledge of subject) Didactics and methodological competency (pedagogical and psychological competency) Interpersonal, Intercultural communication competency Organisational competency Supervisors’s activities (academic staff): To monitor and assess student teachers in schools To support student teachers during their teaching practice TEACHING PRACTICE
8. TEACHING PRACTICE Main purposes of MOODLE: To be in contact with ICT student teachers To advise of any changes To publish about a mentor expertise (blog) To collect and publish lesson plans and all related documentation To evaluate teaching practice To communicate with schoolmates from the Faculty of Education Actors: student teachers, supervisors (+mentors) From 2007 Video-recording of ICT student teachers Analysis after practice Student teachers´ activities A classroom situation Condition in schools:Computer-labs, school management support, … digital camera moodle IFIP Brisbane, 2010
9. “I appreciate the clear structure and function of Moodle support. Thankyou for very clear instructions regarding teaching practices in my colleagues schools, and what I have done. Our supervisor from the Faculty of Education immediately provided answers to our questions.” “I appreciated Moodle support which helped me quickly to understand how teaching practices are organised. It is a pity that other departments from our faculty do not use a similar support.” „I appreciate your work with Moddle support and what it has given us. When I installed Moodle at my school and started to apply it with my pupils, I then understood how much time it takes.“ TEACHING PRACTICE moodle
10. A template for lesson plan development: To contribute to professional competencies Preliminary requirements for pupil’s knowledge Main aim of the lesson Hardware and Software Structure and procedures Questions, activities for pupils Homework Topics for gifted pupils Internet, literature (resources), LOR Dictionary ICT competencies (RVP) LESSON PLAN DEVELOPMENT IFIP Brisbane, 2010
11. LESSON PLAN DEVELOPMENT Who helps ICT student teachers to design lessons? Approx. 70% of ICT student teachers without any help from mentors Differences in approaches WHAT and HOW to teach ICT subjects (it depends on the teacher) IFIP Brisbane, 2010 N = 34 N = 26
12. LESSON PLAN DEVELOPMENT What student teachers use in the process of lesson plan development? No compulsory textbooks No handbook for teacherswhich providesICT Education guidelines IFIP Brisbane, 2010 N = 34 N = 26
13. STUDENT TEACHER DEVELOPMENT Situation in schools Who has influenced my teaching style? IFIP Brisbane, 2010 N = 34 N = 26
14. STUDENT TEACHER DEVELOPMENT What have I learnt during my teaching practice? “I have learnt alot. As a teacher I experienced so many problems (SW, computer net, HW and connectivity) that I didn't expect to have and I had to think how to solve them.“ “It was my first experience with young people as my students.I found out that some students knew the administrators password and administered a server and network. Somebody took a hard drive from a PC in a computer lab. Now all PCs have a lock.” IFIP Brisbane, 2010
15. STUDENT TEACHER DEVELOPMENT What have I learnt during my teaching practice? “Teaching practice was super. You could see that theory and practice are two totally different things! It seems a lot of my teachers at the Faculty of Education forgot this fact!” “It would be very useful if we could be trained in Master-Eye at the Faculty before my teaching practice starts.” “It was my first experience teaching children to master ICT and it developed me personally.” “I was suprised how easy it is for me to teach!” IFIP Brisbane, 2010
16. STUDENT TEACHER DEVELOPMENT What have I learnt during my teaching practice? “At first I was slightly afraid to teach children a subject that I couldn't learn personally in my primary school. But at the end it was a fantastic experience for me!” “I was teaching at a primary school, which was a nice experience for me. I am curious about teaching at a secondary school.” IFIP Brisbane, 2010
17. STUDENT TEACHER DEVELOPMENT What have I learnt during my teaching practice? “I designed learning activities for children from my own concept that it should be interesting also for me personally. I exploited my personal experiences with ICT.” “I was happily suprised how teachers, schools management and my mentor accepted me. I was very happy to be a teacher and to teach there. It influenced me to become a teacher!” “Teacher practice is a very important part of our university studies. It is a pity that it is so short!” IFIP Brisbane, 2010
19. THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS Unsatisfactory/lacking knowledge of methodological theory Lacking knowledge about how to create an administrative agenda Inappropriate HW and SW equipment in schools Abillity to formulate interesting and appropriate questions, tasks, problems to be solved Ability to develop lesson plans No information about pupils/students previous ICT knowledge and skills Lacking instructions and guidelines how to solve pupils/students bad behaviour/manners
20. THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS Differences between pupils/students in my classroom there were not only ICT beginners “I didn't have time and space to develop advanced ICT users and at the same time teach beginners in ICT.” “My school teachers didn't give special professional attention to gifted pupils as they knew alot about technology and more than their teachers.” IFIP Brisbane, 2010
21. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE Situation in schools GIPE, RVP EU projects, interactive whiteboards Good climate in schools „I appreciate the effort in education to use computers in most of the subjects at school.“ „The teachers were very open to my teaching experiments.“ New SW, HW Master-Eye, Interactive whiteboards, Remote laboratory „In my school I liked HW, high-quality computer equipment and computer labs arrangement. I liked my mentor teacher and his remote laboratory (you can control the motion of two models of cars through the Internet).“ “I liked very much a computer lab, there are three computer labs in the school – all of them are arranged in a non-traditional way. A teacher in my school designed the furniture. I also liked the Internet café and the school library.”
22. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE Situation in schools Moodle in schools Critical comments to ICT Education in schools “In my school there were limited technical conditions for ICT education. It is a pity that children cannot learn more about WWW.” “Some of my pupils don´t regard ICT subject as very important for work. In their opinion ICT are mainly for entertainment where it is not necessary to think and to work.” “Something is wrong if children cannot learn programming and they have no textbooks.” IFIP Brisbane, 2010
23. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE Situation in schools Critical comments to ICT Education in schools „The security setting did not allow me to open an e-mail account on a public portal and children haven't any e-mail accounts,..“ “My school doesn’t dedicate too much attention to computer graphics as it should do.” “My school dominates a practical orientation of ICT education to develop only fundamental user’s skills and to achieve a general “computer literacy”.” IFIP Brisbane, 2010
24. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE Situation in schools Programming Flash HTML Baltík Imagine Karel Visual Basic Pascal C++ IFIP Brisbane, 2010 N = 34 N = 26
25. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE Situation in schools What should be improved and changed in schools? To install a bigger monitor for teachers and pupils To reduce a path to a common directory on a server … To buy and install data projectors in other classrooms To change the arrangement of PC in the CompLab To install another SW, Operating system, … To buy and install interactive whiteboards To arrange security settings To start using textbooks To improve school network administration To improve communication with network administrator … IFIP Brisbane, 2010
26. STUDENT TEACHER´S REFLECTION Situation in schools How primary school children (age 7-10) are being encouraged to work with ICT Teacher's ideas for teaching “I was surprised by a strong-willed effort of my supervisor teacher who was not only ICT and Art Education teacher, but also a principal of the school. His pupils master in graphics techniques and Art thinking – you can see the pupils’ pictures and presentations in school halls, classrooms and teachers rooms – the school looks like a Gallery of Art. The pupils learn in small project activities. The principal gives a big attention to motivate children to understand why to do a given task. Ideas for activities relate very often to a real topical problem (for example to search and verify data on the Internet about statistics of immigrants in the Czech Republic, to formulate questions to be solved and with using Excel to create conclusions). Pupils are guided to think about problems, to develop their own opinions, to ask questions and to present their outcomes.” IFIP Brisbane, 2010
27. STUDENT TEACHER´S REFLECTION Situation in schools Interactive whiteboard „Náslech jsem absolvoval ve 2. třídě na 1.stupni ZŠ. Jakmile učitelka oznámila dětem, že se bude používat interaktivní tabule, byly nadšeny. Předmět Český jazyk (téma: slova protikladná). Byl jsem ohromen tím, jak všechny děti (opravdu všechny) byly zapojeny do výuky a jak se snažily. Možná to bylo i mou přítomností, ale největší část přiřazuji interaktivní tabuli. Musím vyzdvihnout práci učitelky, která měla hodinu bezvadně připravenou a na které strávila nemálo času. Děti se dle mého názoru hravou formou naučí to, co zrovna probírají. Interaktivní tabule spojují “příjemné s užitečným“. K interaktivním tabulím jistě existují již zpracované výukové programy, ale učitelka říkala, že na ně nejsou peníze. Myslím si, že je to velká škoda, ale s tím se asi nic moc nedá dělat, jedině trávit hodně času nad svými přípravami.“ Student teacher´s blog IFIP Brisbane, 2010 Jaroslav Mašek Blog
28. STUDENT TEACHER´S REFLECTION Situation in schools Discipline problems? „Ve škole, kde jsem absolvovala praxi, chodí do počítačové učebny vždy jen polovina třídy. To je pro učitele velice příjemné. Je to přece jen rozdíl kontrolovat žáků 12 nebo 25. Svého fakultního učitele znám již 3 roky. Zaujal mne jeho styl výuky a hlavně klid během vyučování, proto jsme se rozhodla, aby byl mým fakultním učitelem . Žáky během hodiny nepřetěžuje požadavky ani novými informacemi. Během hodiny by toho mohl probrat daleko více, ale jeho cílem je, aby každý žák (i ten, který v jiném předmětu neprospívá) ovládal alespoň základy učiva, které předává žákům. Vidí, že v hodině informatiky se uplatní každý žák, i když někteří v osvojování nových vědomostí a dovedností postupují pomalejšími kroky. Při hodinách fakultního učitele je ve třídě naprostý klid i přesto, že některé počítače jsou pomalejší a trvá déle, než se spustí určitý program, takže někteří žáci musejí čekat, než mohou pracovat. Žáci trpělivě a v tichosti sedí na svých místech a čekají na spolužáka, který má technické problémy. Zajímalo mě, jakým způsobem takového klidu můj fakultní učitel docílil; ale on prý nepoužil žádné jiné „nástroje“, než které má k dispozici každý učitel. Trval jen pevně na svém postupu, kterým se žáci měli dostat ke stanovenému cíli. V takovémto prostředí se mi velice dobře učilo a nemusela jsem řešit žádné kázeňské problémy. Fakultní učitel mi ukázal své přípravy, které má připravené i pro žáky. Tím mě inspiroval a přípravy na své hodiny mi žádný velký problém nedělaly. Z této praxe si odnáším to, že i jedna třída se může chovat u každého učitele jinak a je nutné hned v začátcích nepolevit a pevně si stát za svým a poté je možné postupně slevovat ze svých nároků a připustit si žáky blíže k tělu. Že to jde a funguje to, jsem měla možnost si ověřit.“ L.P. LS2008/09
30. RESOURCES EC (2006). Benchmarking Access and Use of ICT in EuropeanSchools 2006. Final. August 2006. TheEducation Systém oftheCzechRepublic(2008). Ministry ofEducation, YouthandSports : Praha. http://www.oecd.org/dataoecd/19/18/36443831.pdf OECD (2009) Educationat a Glance. OECD indicators. Van der LINDE Diane, van der HOEFF Aike, PRONK Hans, van AST Michel (2009) ICT Knowledge base.Version 1.0. JOMITE Group (2009) SpriTETeachingPracticeAssessmentChecklist. Vlastní hodnocení škol. ČŠI, Praha. MAŠEK, Jaroslav (2010) Hodiny Justina McLeoda. http://justinmcleod.blogspot.com/ POSLUŠNÝ, Daniel. Blog. http://praxe-pribram.blogspot.com/ Student andteacherresources. http://www.austrade.gov.au/default.aspx?ArticleID=3712#web IFIP Brisbane, 2010
31. PICTURES Karel Čapek. http://tbn3.google.com/images?q=tbn:V06TdKvJBx1p7M:http://digitalphilosophy.files.wordpress.com/2007/01/karel-capek.jpg Hradčany. Autor J. Procházka, PedF UK v Praze, 2008. Bedřich Hrozný. http://b-hrozny.sweb.cz/b-hrozny2.jpg Chobotnice. http://www.designmagazin.cz/foto/2008/02/chobotnice-zlata-1.jpg Jan Amos Komenský. http://www.ceskatelevize.cz/specialy/nejvetsicech/img/osobnosti/skomensky.jpg Pelikáni. Autor: J. Andreska, PedF UK v Praze. http://www.misak.cz/delta/vystava/8-pelikanu.jpg Petřín. http://rozhledny.wz.cz/Petrin2.jpg Pavel Spurný. http://www.astro.cz/_data/images/news/2010/04/26/bland_spurny.jpg Tabulka s písmem Chetitů.http://img.ihned.cz/attachment.php/950/21150950/GtkoChOyJWn47cQapflNv9FuDqRPTwKg/17vik28b.jpg IFIP Brisbane, 2010