Use of Technology in Language Learning.pptx
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The document discusses the use of technology in language learning. It outlines the Malaysian government's goals for implementing ICT in education, such as creating dynamic learning environments and nurturing lifelong learning skills. The document also discusses teachers' beliefs about technology-based teaching and how professional development programs can support technology integration. Finally, it examines how technology integration can positively impact teaching performance by improving teachers' abilities and meeting the needs of different learning styles in the classroom.
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We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good
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B Morrow
A decade ago, the main issue regarding technology in schools was whether it should be integrated or not. Today, the focus has shifted to the effective use of technology. For technology to be used effectively, teachers need proper professional development to stay informed as technology advances rapidly. Professional development is key for teachers to continuously improve their skills and understand how to integrate technology into meaningful learning experiences for students. It needs to be an ongoing process that includes hands-on learning, collaboration, and sufficient time and resources. Without proper professional development, teachers lack confidence in using classroom technology, which limits learning opportunities for students.
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Running head: THE EMERGING TECHNOLOGIES
1
THE EMERGING TECHNOLOGIES
7
The Comparative Studies of the Emerging Technologies
Larry Ratliff Jr
Strayer University
EDU 540
February 4, 2018
Dr. Lori Wijbrandus
Question 1: The overall merit of the selected technologies over the ones mentioned in the assignment 1
The integration of the instructional technologies within a classroom setup has the potency of transforming the current/ existing/ modern form of education and institutional learning for students (Kilgo et al., 2015). Nevertheless, the emerging technologies on classroom setup have a massive impact during the implementation. As such, it is predictable that future technologies will offer a considerable benefit to all the stakeholders in the learning system. Furthermore, certain varieties of resources can be instituted in the school curriculum to demonstrate the importance of technology to children’s education. Agreeing with Duque (2014), the technology will always have some significant impact on in student learning as it allows the educator to enhance their lesson. Besides, the developing technologies within the education system help learners advance their technology skills, i.e., digital media literacy. Hence, learners will deploy the theoretical frameworks needed for authentic learning, as well as use technology as a cognitive learning tool (Duque, 2014).
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b.) Important.
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Capacity building for 21st century learning in secondary schools in AfricaVrije Universiteit Brussel
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01.hilal.india terjemahan ferda
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.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
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This document summarizes a study that examined how two teacher education institutions in Finland and Israel prepare student teachers to integrate technology in their teaching. Data was collected through questionnaires from 41 Finnish and 44 Israeli student teachers. The results showed that while most students had some practice using technology in teaching, about a third had only minimal practice. Those who did integrate technology tended to use teacher-centered approaches, as did their mentor teachers. Higher levels of competency in technology-integrated teaching correlated with more positive student attitudes, more technology-based lessons taught, modeling by mentor teachers, and better school infrastructure and support. The Israeli students reported feeling better prepared to teach with technology, likely due to national reforms. The study concluded that developing strong technology integration
B Morrow
A decade ago, the main issue regarding technology in schools was whether it should be integrated or not. Today, the focus has shifted to the effective use of technology. For technology to be used effectively, teachers need proper professional development to stay informed as technology advances rapidly. Professional development is key for teachers to continuously improve their skills and understand how to integrate technology into meaningful learning experiences for students. It needs to be an ongoing process that includes hands-on learning, collaboration, and sufficient time and resources. Without proper professional development, teachers lack confidence in using classroom technology, which limits learning opportunities for students.
Running head THE EMERGING TECHNOLOGIES1THE EMERGING TECHN.docx
Running head: THE EMERGING TECHNOLOGIES
1
THE EMERGING TECHNOLOGIES
7
The Comparative Studies of the Emerging Technologies
Larry Ratliff Jr
Strayer University
EDU 540
February 4, 2018
Dr. Lori Wijbrandus
Question 1: The overall merit of the selected technologies over the ones mentioned in the assignment 1
The integration of the instructional technologies within a classroom setup has the potency of transforming the current/ existing/ modern form of education and institutional learning for students (Kilgo et al., 2015). Nevertheless, the emerging technologies on classroom setup have a massive impact during the implementation. As such, it is predictable that future technologies will offer a considerable benefit to all the stakeholders in the learning system. Furthermore, certain varieties of resources can be instituted in the school curriculum to demonstrate the importance of technology to children’s education. Agreeing with Duque (2014), the technology will always have some significant impact on in student learning as it allows the educator to enhance their lesson. Besides, the developing technologies within the education system help learners advance their technology skills, i.e., digital media literacy. Hence, learners will deploy the theoretical frameworks needed for authentic learning, as well as use technology as a cognitive learning tool (Duque, 2014).
Question 2: The similarity and differences between the chosen emerging technologies and the none-chosen emerging technologies addressing:
a.) Addressing the needs and challenges inherent in the educational setting or relating to the scenario in the assignment 1
In the task one, some of the learning technologies mentioned include the digital booklets, the whiteboards, and use of Smart gadgets. These technologies vis-à-vis use of laptops, tablets, the PowerPoint are some of the other mentionable emerging technologies in the education sector. All these features consist of instructional learning tools for any classroom setup. Also, these technologies have a massive impact on the child classroom learning process as they can access different apps and resources. Also, teachers can make use of such technologies to include instructional learning and in improving the student digital media literacy (Pruet et al., 2016). Also, these technologies are flexible enabling students to adapt to new learning.
However, these technologies may not yield positive learning outcome where the educators lack proper skills in using such technologies in the classroom setup. Also, technical problem with setting up the technology may negatively impact its use (Pruet et al., 2016). As such, teachers must be well prepared and given enough time to incorporate such new technologies to appropriately support the learning environment. Such prospect of preparing and collaborating technologies may be time wasting and may involve a lot of technicalities and risks, e.g., software risks, outages, etc.
b.) Important.
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This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
Capacity building for 21st century learning in secondary schools in Africa
Capacity building for 21st century learning in secondary schools in AfricaVrije Universiteit Brussel
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.Capacity building for 21st century learning in secondary schools in Africa
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Introducing ict into teacher training programs-problems in bangladesh
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
Use of ICT in teaching and learning
This document discusses the use of Information and Communication Technologies (ICT) in teaching and learning. It defines ICT as technologies that consist of electronic devices and materials that enable users to employ them for a wide range of educational purposes. The document outlines several benefits of using ICT in education, including motivating students, increasing achievement, and providing access to more resources. However, it also notes some limitations, such as students becoming overly reliant on computers and neglecting other learning materials. Overall, the document argues that if ICT is successfully integrated into education, it can enable wider learning opportunities, but challenges remain in effective implementation.
01.hilal.india terjemahan ferda
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.
Module 5_VispoJannaDanna.pdf
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
K – 12 technology in classroom
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Relevance of e-training for English Teachers.published
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
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- 1. USE OF TECHNOLOGY IN LANGUAGE LEARNING R. A. Tri Ratu Utami Laelatul Abida
- 2. Teachers’ Belief on Technology-based Teaching and Learning (Capan, 2012; Virkus, 2008; Zhang, 2013; Dudeney, 2010). correlation of teachers’ belief and the use of ICT. Teachers’ role are high.
- 3. Integration of ICT in the Malaysian Context In order to raise the education standards, government developed a new national education blueprint; the latest one is the Education Blueprint 2013-2025.
- 4. The main goal of ICT implementation in education: • To surround schools with dynamic and innovative learning environments for students to become more motivated and creative; • To enable students to gain wider range of knowledge and be able to access to internet for developing a global outlook; • To nurture students with capabilities of processing information more effectively and efficiently; and • To develop students with attitudes and capability of life-long learning
- 5. The Impact of Technology Integration in Teaching Performance by Jesson L. Hero • The knowledge and understanding of Social Studies teachers with regards to technology integration is considering an innovation in education paradigm. • technology integration can be supported by a professional development program. • Understanding teacher’s performance helps the institution to fully address the weaknesses of teachers during the teaching period. • The perceptions of Social Studies teachers in their abilities in technology integration are the reflections of their very satisfactory performance. • The impact of technology integration on teaching performance underscores the attention of teachers to the endorsed outlets of teaching in the classroom.
- 7. Akbar, F. S. (2015). Examining the Intersection between Task-Based Learning and Technology. TESOL & Applied Linguistics, 15(2), 60–62. https://journals.cdrs.columbia.edu/wp-content/uploads/sites/12/2015/12/9.-Farah- Akbar.pdf Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596 Hero, J. (2020). International Journal of Sciences : The Impact of Technology Integration in Teaching Performance. International Journal of Sciences: Basic and Applied Research, 48(1), 101–114. https://www.researchgate.net/publication/342586669_The_Impact_of_Technology_Integration_in_Teaching _Performance/link/5efbea9f299bf18816f5f709/download Richards, J. (2015). Technology in Language Teaching Today. Indonesian Journal of English Laguage Teaching, 10(1Richards, J. (2015). Technology in Language Teaching Today. Indonesian Journal of English Laguage Teaching, 10(1), 18–32.), 18–32. References