Topic 11 meeting challenges of the 21st century by pefianco
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The document discusses issues and challenges for teacher education in the future world of learning. It notes that teacher education institutions (TEIs) are solely responsible for pre-service teacher training and education in the Philippines. Consequently, what is taught in these colleges and universities will be brought into classrooms. It also discusses the debate around content mastery versus pedagogy in teacher preparation, and how the changing roles of teachers will require reforms in policy, governance, and providing technological tools to support teachers.
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3. They focus on developing a positive school culture with teacher empowerment and effective communication.
4. They allocate resources to support district goals, communicate the mission/vision, and use data to improve conditions for staff.
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The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...
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teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
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motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
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Roles and functions of educational technology in the 21st century education
This document discusses the roles and functions of educational technology in 21st century education. It states that educational technology aims to analyze and improve the teaching and learning process through student-centered and collaborative instruction, providing context for learning, and maximizing the use of technology. It also outlines several important functions of educational technology, such as improving teaching and learning, developing curriculum and instructional materials, identifying community needs, and helping teachers develop new strategies with audio-visual aids. The overall goal of educational technology is to help prepare students with 21st century skills and continuously enhance the education system.
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This document discusses new models and trends in e-learning for teacher education and professional development. It identifies emerging international trends and developments from research. Modern technology has created opportunities for distance education and global teacher networks. However, teacher education must prepare educators to face changing technological contexts and model new pedagogies. Effective professional development takes into account how adults learn differently than children. It should encourage interaction and treat adult learners as self-directed. In the 21st century, teachers must be able to design optimal learning environments and respond to student needs through high standards, inquiry, continuous learning, and adaptability.
Roles and functions of educational technology in the 21st century education
Roles and functions of educational technology in the 21st century educationuniversity of cebu lapu lapu and mandaue
The document discusses the roles and functions of educational technology in the 21st century. It states that technology should be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It also notes that instruction should be student-centered, education should be collaborative, and learning should have context. Additionally, the document outlines important functions of educational technology such as improving teaching and learning, enhancing educational goals, training teachers, developing curriculum and teaching materials, and identifying community needs.July, 2014 Vol. 18 No.3
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July, 2014 Vol. 18 No.3
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into educational systems and used to support new teaching and learning practices.
July, 2014 Vol. 18 No.3
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
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This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible and relevant if institutions are willing to adapt.
July, 2014 Vol. 18 No.3
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This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
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2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Development and modification of curriculum for excellence in teacher education
This document discusses the development and modification of curriculum for teacher education programs. It notes that teacher education curriculum needs to be regularly updated to keep pace with changes in the field of education. The key components of a modern teacher education curriculum and how to accommodate new areas like communication skills within the constraints of time are discussed. Several models of curriculum organization are also mentioned. The importance of making the teacher education curriculum responsive to changing needs and aligning it with principles of modern pedagogy is emphasized.
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This document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of learning theories and instructional tools to enhance communication and impact learning. The objectives of educational technology include transmitting information to students, serving as role models, assisting skill development, and providing feedback. The scope of educational technology is as wide as education itself and can be applied to areas like educational administration, testing, and instructional processes.
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Pedagogic Transformation: Comparing Educational Technology in the US and India
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Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysia
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The document outlines the mechanics for a documentary film competition hosted by the College of Education at Mindanao State University. The competition aims to develop students' creativity, research, and media literacy skills. Students will work in teams to conceptualize, produce, and submit a 15-20 minute documentary on topics related to education, the environment, culture, or politics. The document provides guidelines for each stage of production and criteria for evaluating the documentaries. It also describes awards for the top three documentaries, photos, and informational tarpaulins created by participating students.
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This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning in their teaching. The student is given guidance on the tasks required, including observing classes, analyzing their observations, reflecting on their experiences, and compiling a portfolio to document their work. They will be evaluated based on criteria such as the quality of their analysis, reflection, documentation, and timely submission.
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The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
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2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
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1) The document outlines the requirements for an FS student to complete Episode 6 on lesson development, including observing resource teachers and analyzing their lesson planning and teaching.
2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
3) They will be rated on tasks such as the quality of their observation, analysis, reflection, and portfolio, with exemplary, superior, satisfactory, and unsatisfactory as possible grades.
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This document outlines the process and requirements for a student to evaluate teaching approaches and methods used by resource teachers during field study observations. The student is evaluated on their ability to: 1) observe resource teachers and document the approaches used, 2) analyze their observations by answering questions about different approaches, and 3) reflect on which approaches they would consider using and why. The student must complete these tasks, submit all documentation on time, and achieve a satisfactory rating in order to pass the course.
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This undergraduate thesis examines the cooperative learning approach and problem solving skills of students in Fatima High School. The study utilized a descriptive correlational research design involving 123 junior students who answered questionnaires about the extent of cooperative learning used by their teachers and their own problem solving abilities. Results showed that cooperative learning approaches were sometimes used by teachers. Students were generally rated highly in problem solving skills. A significant relationship was found between cooperative learning and enhanced problem solving skills. The study concludes that cooperative learning can help improve student problem solving.
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Topic 11 meeting challenges of the 21st century by pefianco
- 2. The last decade of the 20th century was spent on stock taking and envisioning future development at an international scale. Closely following the International Conference on education for All convened in Jomtien was the international commission on education for the 21st century. The Commission’s report, Learning: the Treasure Within set the scenario for the future world of learning as envisioned by the eminent educators and thinkers of our time.
- 3. The Future Education Scenario
- 4. ISSUES AND CHALLENGES FOR TEACHER EDUCATION The foregoing macro-level factors indeed help shape the over-all environment in which education operates. The main theaters of actions are: • the classrooms • the learners • the teachers
- 5. Who are Teaching our Teachers? In the Philippines, the TEIs are the sole providers of pre-service education and training for teachers. Consequently, what is taught in the colleges and universities will eventually find their way into the classroom.
- 6. Content Mastery vs. Pedagogy Mastery of the subject matter or content and competence in teaching instructional management need not be mutually exclusive. It has been demonstrated that these can go hand in hand. With the current emphasis on mathematics, science, communication arts and technology, however, the main argument in the ongoing debate should be revisited and carefully re-examined.
- 7. Teacher Preparation and the Changing Role of Teachers The future world of learning is one where the forces of globalization, pervasive technology and changing demands on the learning environment combine to form a dynamic setting that is both challingi9ng and daunting for teachers.
- 8. Some Innovations and Strategies 1. Reforms in policy and governance. With the greater management autonomy and accountability provided in the law, the preparation for school administrators in-service training and skills retooling for education practitioners are brought to the fore.
- 9. 2. Providing technological options and tools. A number of models of technology support for teacher upgrading are available. The Ohio State University’s TELR or Technology Enhance Teaching and Learning system and PT3 Program or Preparing Tomorrow’s Teacher to use Technology are but two of the viable systems that are operational from which we can draw some fresh ideas for technology based teachers support.
- 10. -THE END- THANK YOU! :’)