This document summarizes a briefing meeting for the Teaching Teachers for the Future project at Griffith University. It includes an agenda for the meeting which covers an introduction to the project, its components and focus areas, key deliverables around research and evaluation, and plans for future actions. The project involves seconding educators to universities to help develop ICT curriculum and pedagogy in teacher education programs, with a focus on English and math. Evaluation will assess changes to curriculum and teachers' ICT capacity through surveys. The research component will include developing innovation plans, collecting case studies of significant changes, and registering research projects on the project network.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
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.
Research Study Review (Pedagogical Approach for ICT Integration in Primary En...Lyny Gopole
This study shows how ICT affects the learning of a child in subjects English and Mathematics. It shows how significant the use of ICT is making learning more fun and interesting.
Zagami, J. (2012). Social Ecological Model Analysis for Institutional ICT Integration Efforts. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1301-1306). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39760.
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.
Research Study Review (Pedagogical Approach for ICT Integration in Primary En...Lyny Gopole
This study shows how ICT affects the learning of a child in subjects English and Mathematics. It shows how significant the use of ICT is making learning more fun and interesting.
Zagami, J. (2012). Social Ecological Model Analysis for Institutional ICT Integration Efforts. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1301-1306). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39760.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Survey of Techniques for Maximizing LLM Performance.pptx
TTFBriefing
1. TTF Project Briefing Meeting Teaching Teachers for the Future Project Griffith University - 6 May 2011
2. Research and Evaluation Working Group 1:00 Arrival1:15 Welcome and introduction (HOS)1:20 Project details, aim, scope, components, focus courses/programs (D(L&T))1:40 TPACK, Focus on English and Mathematics, Focus Courses (ICTPO)2:10 National Standards and ICT elaborations (ICTPO)2:20 Key TTF deliverables, research and evaluation (D(L&T))2:40 Future agreed actions and suggestions (D (L&T))3:00 Close Teaching Teachers for the Future Project Griffith University - 6 May 2011
3. Project details $7.8 million Project – ICT Innovation Fund Teaching Teachers for the Future Project Griffith University - 6 May 2011
6. Key TTF Deliverables – Research and Evaluation Evaluation Overall project efficacy including whether the objectives of improving the capability of pre-service teachers through developing ICT proficiency, providing opportunities, enhancing understanding and fostering collaboration, will be assessed as part of each project component. In particular, the following indicators will gauge success in each component, to the extent that they can be assessed, by the end of the project. Component 1 – Long term and ongoing success of the project will be evaluated through graduate teachers demonstrating their capabilities in the ICTE dimensions of the National Professional Standards – Graduate Teachers. A survey instrument will be developed by AITSL to probe the extent of the use of the ICTE dimensions by pre-service teachers and universities. Component 2 ESA will use surveys and the collection of online data to evaluate pre-service teacher and teacher educators’ access to, and use of, the digital resources through the trial, and the effectiveness of the exemplary packages in the context of the Australian Curriculum. The evaluation will inform project recommendations for developing future online professional learning resources. Component 3 ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability. Research Component 3 offers research opportunities for those directly involved, and others who are interested in the TTF, to design and undertake research projects. While there are no TTF funds to support this, interested researchers from all HEI’s will be encouraged and invited to participate. Teaching Teachers for the Future Project Griffith University - 6 May 2011
7. Scope – Component 3 Component 3 ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability. Link with Component 1 and Component 2, with Focus on Component Three Establish a sustainable National Network of ICTE expertise to drive systemic change in ICTE curriculum and pedagogy in Teacher education in Australia. This component, led by the ALTC in association with ACDE and all Australian institutions that provide teacher education, will second highly accomplished ICTE educators (ICT Pedagogy Officers –ICTPOs) to Australian Institutions to work with teacher educators and pre-service teachers to develop and share exemplary ICTE curriculum and pedagogy, and to contribute leadership in one or two of the Australian curriculum areas of English, Mathematics, History and Science. The main focus of Component 3 is the development of professional learning networks that will provide targeted professional development and foster collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each institution. The evaluation of Component 3 needs to demonstrate: Changes to curriculum, pedagogy, assessment and resources used in designated Australian Curriculum areas in the identified teacher education program within the participating institutions; Changes in the ICT capacity of graduating teacher education students (including the use of survey instruments to collect pre- and post- Project data (including the use of established survey instruments to measure capacity (TPACK) in areas/programs identified in 1; Changes in the practices, understandings & skills of English, Mathematics, Science, and History curriculum methods teacher educators regarding embedding ICTE in their curriculum methods subjects. An Action Plan for the Institution in how it will sustain and scale project improvements across all curriculum areas and all-to-be-nationally accredited pre-service teacher education programs, as well as into the future. Teaching Teachers for the Future Project Griffith University - 6 May 2011
8. Research and Evaluation Overview Teaching Teachers for the Future Project Griffith University - 6 May 2011
9. 1. Preservice Teacher Education TPACK Surveys and Timelines Development of Preservice Teacher Education TPACK Survey - Jan-March 2011 Data Collection 1 - April 2011 Data Collection 1 Analysis - May-July 2011 Summary of TTF Data Collection 1 Findings - July 2011 TPACK Survey for Data Collection 2 - Aug-Sept 2011 Data Collection 2 - Oct-Nov 2011 Data Collection 1 and 2 Analysis - Dec 2011-April 2012 Inclusion in Report - April-May 2012 Teaching Teachers for the Future Project Griffith University - 6 May 2011
10. 2. Most Significant Change (MSC) and Action Plans Develop Institutional TTF Innovation Plans – NSN - March-April 2011 Ethics Application & MSC Guidelines Development - April-May 2011 Most Significant Change Story Development - July-Nov 2011 Story Sharing – NSN - Dec 2011-Jan 2012 Identification of Most Significant Change - Feb-March 2012 Analysis of Most Significant Change - March-April 2012 Inclusion in Report - April-May 2012 Teaching Teachers for the Future Project Griffith University - 6 May 2011
11.
12. focussed on charting change, in this case change in pre-service teacher ICT capacity and teacher educator curriculum methods subjects
13. makes use of participatory/collaborative approaches e.g. TTF NSN
14. participants are located within the field (ICTPO, TTF Project Coordinator and preservice teacher education students)Teaching Teachers for the Future Project Griffith University - 6 May 2011
15.
16. ICT capacity of teacher educators and pre-service teachers
17. action plans for future implementation in teacher education at the course and institution level
18. lessons learned from development of the innovation in teacher educationTeaching Teachers for the Future Project Griffith University - 6 May 2011
19. 2. Most Significant Change (MSC) and Action Plans Developing the Innovation Plan for each HEI site The first task for the ICTPO and TTF coordinator is to develop an initial plan for the innovation in the curriculum areas within their institution. How will the domains of change for this project be developed in your institution in each curriculum area? These innovation plans can then be shared on the TTF NSN site. The plans can be updated and developed as the project proceeds. ResearcTeaching Teachers for the Future Project Griffith University - 6 May 2011
20. 2. Most Significant Change (MSC) and Action Plans Overview of the Process Teaching Teachers for the Future Project Griffith University - 6 May 2011
21. 2. Most Significant Change (MSC) and Action Plans MSC Story Development Process The term course has been used. This refers to a unit, subject, module of study within for example a B Education Primary. The focus of the innovation is on curriculum courses within teacher education. Teaching Teachers for the Future Project Griffith University - 6 May 2011
22. 3. Research Projects Timelines Research Proposal Registered on NSN - March-Dec 2011 Implementation of Research Projects and Updates - Mar 2011-April 2012 Synthesis of Research Reports - April 2012 Inclusion in Report - April-May 2012 Special Notes: A register of all projects will be established as part of the TTF NSN. Guidelines will be provided for research projects – no additional TTF funding, ethics, intellectual property, TTF logo and branding usage, and access to, and use of TTF data – Steering Committee. The TFF NSN - research projects to be progressively updated, research collaborations and networking. TTF related research outputs are encouraged including but not limited to: higher degree research, refereed peer reviewed journal articles and book chapters. AARE 2011; 2012 ACEC 2012 ACDE 2012 ATEA 2012? Others? Teaching Teachers for the Future Project Griffith University - 6 May 2011
23. Future Agreed Actions Team approach – TTFPC, ICTPOs, Program Convenors, Course Conevnors, teaching teams… Understanding of TPACK, AITSL’s National Professional Standards, Australian Curriculum English and Mathematics - TTF Focus Courses Sem 2 2011 Deliverables – Research and Evaluation … Teaching Teachers for the Future Project Griffith University - 6 May 2011