ICT in Teachers Education

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The ICT for Language Learning conference will also be an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.

In the 21st century, education needs to be given serious thoughts and discussions needs to be given to the future of human society.  This means that the function of education on which human progress depends in Africa, to a large extent needs to be reviewed. This article explores John Dewey’s assertion of “education is not preparation for life but life itself” through a review of literature. The author’s interest in this article is to critic this assertion and show how this has implication to the education policy makers, the teachers and the students
The Article is based on empirical literature review to critic John Dewey’s Assertion and find out its implications on the teaching and learning in our schools
The findings imply that John Dewey’s assertion has implications on curriculum development, methods of teaching and learning. The teacher’s role of linking students’ personal experiences and characteristics to the material studied is very important.

W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.

A perspectiva teórica da ecologia dos meios, abordada por McLuhan (1962), Postman (1970) e Ong (1982), compreende as mídias como ambientes culturais imersivos, em que os aspectos relacionais ganham relevância. Migrando o foco dos efeitos das mídias para as linguagens que as constituem, a ecologia dos meios busca compreender as mudanças significativas que as tecnologias trazem nas esferas comunicativas, políticas, econômicas e sociais. O objetivo deste artigo é investigar a integração de tecnologias no ambiente escolar sob a perspectiva da ecologia dos meios, apresentando uma pesquisa desenvolvida entre 2014 e 2016 em oito escolas municipais da cidade do Rio de Janeiro. O estudo, de cunho qualitativo, envolveu 80 sujeitos de pesquisa, entre professores, diretores e coordenadores pedagógicos. Os resultados apontam para a presença da tecnologia na escola em sua vertente cultural e, ao mesmo tempo, para vicissitudes que envolvem o reconhecimento e a dificuldade em lidar com essa presença. Abstract: The theoretical perspective of media ecology, addressed by McLuhan (1962), Postman (1970) and Ong (1982), views the media as immersive cultural environments in which relational aspects gain relevance. Shifting the focus from the effects of the media to the languages that constitute them, media ecology seeks to understand the significant changes that technologies have brought in the communicative, political, economic and social spheres. The aim of this article is to investigate the integration of technologies in the school environment from the perspective of media ecology. It presents a study carried out between 2014 and 2016, in eight municipal schools in the city of Rio de Janeiro. The qualitative study involved eighty research subjects, including teachers, school Principals and pedagogical coordinators. The results show the presence of technology in the school from a cultural point of view and the vicissitudes that make it difficult for the school actors to recognize and deal with this presence. Resumen: La perspectiva teórica de la ecología de los medios, abordada por McLuhan (1962), Postman (1970) y Ong (1982), comprende los medios como entornos culturales inmersivos, en los que los aspectos relacionales ganan relevancia. La ecología de los medios busca comprender los cambios significativos que las tecnologías traen en las esferas comunicativas, políticas, económicas y sociales.

The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities.
Available at:
https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico

Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant messages and photographs, video games, television series, outdoor and fun activities and an environment bounded by less traditions and more of social freedom. These are the " new Millennials " , the current generation who are turning their focus away from books and libraries to a more digital environment which is believed to provide them with better knowledge and skills. Today, technology is indeed very important for improvements in teaching and learning, for enhanced productivity and for effective communication purposes. This paper discusses a few important strategies that teachers should ensure for effective delivery of the course content as well as a way to boost students performance in this modern era.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.

This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project “ICT in Initial Teacher Training.” Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers’ self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students’ learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform “traditional” pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled yet. This paper can constitut...

Resumen La participación activa del alumnado en los centros escolares resulta esencial para su formación como ciudadanos. Para ello es preciso conocer cuáles son sus demandas y propuestas de acción que permitan encontrar las debilidades y fortalezas que posee la comunidad educativa. Escuchar lo que los estudiantes tienen que decir en cuanto a la con-vivencia en el centro, las actividades propuestas, la metodología seguida en las clases, y otros tantos factores y problemáticas importantes es el primer paso para avanzar hacia el desarrollo de competencias para participar en la sociedad. Sin embargo, la implicación del alumnado en la mejora de su centro escolar suele estar sujeta a condicionantes tales como la libertad de expresión, la confianza o el clima que exista en el mismo. Lograr que el alumnado se implique en dicha labor requiere afrontar algunas dificultades, como su miedo a posibles represalias o la timidez a la hora de expresar y compartir sus opiniones. Por ello, se propone...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

ICT  plays  a  very  important  role  in  education  and,  thus,  many  countries  have  developed policies  to  incorporate  ICT  into  education  delivery  in  schools.  As  ICT  has  proven  to  be  very relevant  in  the  field  of  education,  teachers  need  to  have  adequate  ICT  expertise  to  utilize  in teaching  and  learning  activities.  This  is  what  called  as  ICT  competence  of  the  teachers.  This study  was  done  intentionally  to  analyse  teachers’  ICT  competence  of Teachers in  public  secondary schools in Tanzania and was subjected to Rungwe  District as  a  case study. Constructivism,  self-efficacy  and  UNESCO  ICT-CFT  theoretical  framework  guided  the whole  study  since  teachers  acquire  ICT  competence  from  experiences  but  also,  teachers  can assess on their  own  about their individual  ICT  competence  in  relation to vari ous variables as indicated by UNESCO  ICT-CFT and their  ICT  competence  need to be judged according  to needs of the  21st  century  driving  forces. A  cross section  survey  design  was used  in  this  study  supported  by the  mixed  research  approach with  questionnaire  which  was  used  to  gather  all  important information  concerning  teacher’s recent  ICT  competence  status, teacher’s  challenges towards  enhancing their  ICT  competences as  well  as  to  examine  the  strategies  for  improving  teachers’  ICT  competence.  A  total  150 (16.6%)  of  all  teachers  in  Rungwe  District concerned findings. For  the  fulfilment  of  this  study, were  used  in  the  data  collection,  analysis  and  all Microsoft  Office  Excel  software  and  Statistical  Package for  Social  Sciences  (SPSS)  version  20.0  were  altogether  used  to  convert  the  collected  data  in frequency  tables,  averages,  and  percentages  for  different  var to iables,  but  also  an  instrument permitt ed a  researcher to  analyze  data qualitatively. Furthermore,  the  study  revealed  teachers’  ICT  competen internet  related  programs  like  web  design  compared  to  nonce to  be  limited  especially  in internet  programs  such  as  word processing  and  presentation  software .  The  study  revealed  challenges  hindering  Teachers’  ICT competence  such  as  the  absence  or  lack  of  ICT infrastructures,  lack  of  inservice  training, insufficient  ICT tools in schools, teachers’  attitudes in using  ICT and other  challenges. The  study  recommends  that,  there  is  a  need  to  effectively  give  all  teachers  in  public  secondary service  with ICT  training  to  schools  in  order  to  improve  teachers’  ICT  competence  since, the  study  shows  that  97%  of  all  teachers  are  ready  to  develop  their  ICT  digital  literacy challenges can be  surmounted with clear strategic  solution.

Las Tecnologías de la Información y la Comunicación (TIC) han sido durante muchos años protagonistas en el ámbito educativo. Las TIC han sido vistas durante mucho tiempo como generadoras de esa necesaria transformación de la educación, como las únicas técnicas capaces de traer la innovación al aula. En ese sentido, las administraciones educativas principalmente, han ofertado y siguen ofertando planes de formación docente cargados de formación en TIC. Pero esta formación se ha hecho sin reparar en la calidad de la misma, sin realizar una necesaria evaluación de sus logros y resultados, y lo que es más importante, sin consultar al docente, a quien va dirigida dicha formación. Para conocer la importancia que el profesorado de educación secundaria del estado español da a la formación en TIC, en que grado las TIC deberían formar parte de la formación inicial y continua del docente, los principales beneficios que una formación en TIC puede tener sobre el docente y como valoran los docentes de secundaria la recibida hasta el momento, hemos llevado a cabo este estudio. Y hemos comprobado como el docente si bien se cree suficientemente competente digitalmente, reconoce que la formación recibida no ha sido del todo satisfactoria.

Palabras clave: TIC, formación, Competencia Digital, Competencia Digital Docente, docente

ICT training of Spanish Secondary School teachers. An analysis from the perception of teachers. Abstract The information and communication technology (ICT) have been the stars for many years in education. ICT has been seen for a long time as generating the necessary transformation of education, as the only techniques capable of bringing innovation to the classroom. In that sense, mainly education authorities have offered and continue offering teacher training plans loaded with ICT training. But this training has been done regardless of the quality of it, without making a necessary evaluation of its achievements and results, and more importantly, without consulting the teacher, to whom it is addressed such training. To know the importance that teachers of secondary education Spanish state gives ICT training, to what extent ICT should be part of initial and continuing training of teachers, the main benefits that ICT training can have on teachers and as secondary teachers value the received so far, we have carried out this study. And we have seen how the teacher although it is believed digitally competent enough, acknowledges
that the training has not been entirely satisfactory.

Keywords: ICT, training, digital competence, digital competence teacher, teacher

Hubbard (2007) noted that contemporary language teachers not only need to have competent theoretical knowledge and social power, but they must also be responsible for the maintenance and growth of their technological proficiency. In this article, I report on my summer holiday professional development experience becoming a certified Google Educator. Soon after I started this journey, I discovered that a Google Educator’s training
does not simply amount to a lesson on search strategies or using Gmail; Google offers a range of powerful, free educational tools or apps that teachers can take advantage of in their language classrooms. Google Forms (see Milliner & Flowers, 2015), Google
Sheets, Google Docs (see Firth & Mesureur, 2010; Suwantarathip & Wichadee, 2014), Google Sites, Google Maps (see McMillan, 2013), YouTube, Google Draw, and Google Hangouts are all examples of the great tools available (see Figure 1). As I began training on how to effectively use each one of these tools, I quickly realized that I needed to become more than competent at using each one should I want to pass the Google Educators’ test and become an accredited Google Educator.

Resumen: El presente artículo analiza la importancia de la presencia de las tecnologías de la información y la comunicación (TIC) en los procesos de enseñanza y aprendizaje dentro del Marco Europeo de Educación Superior. Europa ha seguido un proceso de actualización, mejora y crecimiento en la gestión del conocimiento gracias al empuje de las universidades. La declaración de la Sorbona y de Bolonia entre otras, sentaron las bases de la Europa del conocimiento. De entre los elementos que se ven impulsados, uno de los factores más importantes para garantizar la actualización científico-didáctica de los docentes en la actualidad es el desarrollo de la competencia digital. Los docentes deben conocer e integrar las herramientas TIC en su labor educativa para contribuir a mejorar la competencia digital del alumnado. Palabras clave: Educación Superior, Tecnologías de la Información y la Comunicación (TIC), formación docente, innovación educativa, calidad. Abstract: The article analizes the importance of the inclusion of Information and Communications Technology (ICT) applied to the processes of teaching and learning within the frame of European Higher Education. Europe has experienced a process of updating, improvement and growth of knowledge management thanks to universities. The Sorbonne and Bologna Declarations, among others, laid the foundations of the Europe of Knowledge. Nowadays, digital competence is one of the most important elements, to guarantee a scientific-didactic updating of teaching staff. Teachers should master and include ITC tools in their teaching in order to improve the digital competence of their students.

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. ICT-enabled instructional strategy promotes learner-centred approach and optimal learning. This paper discusses relevance and contribution of various psychological principles and approaches to learning to ICT- based learning. Learning theories have significant bearing on the development of instructional design and instructional technology, as there is a logical development from learning to instruction. Instructional design is the articulation or the manifestation of the learning theories, and its main aim is to optimize learning by using the known theories of learning. Application of these principles enable learners learn optimally from using electronic tools and digital resources. The future of education tends to focus on the integration of ICT in pedagogy and learning process. Technology-based instruction utilizes many psychological principles knowingly or unknowingly. The paper at hand covers behaviourist, cognitivist and constructivist theories of learning in the context of techno-pedagogy and different types of instructional technologies and ICT tools most closely associated with these schools of thought.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

Внедрение информационно-коммуникационных технологий в профессиональную деятельность педагогов является приоритетным направлением модернизации российского образования в связи с введением новых профессиональных стандартов. Проанализированы российские и зарубежные нормативные документы, в частности, профессиональные стандарты для разных уровней образования, и сделан вывод, что информационно-коммуникационная (ИК) компетенция преподавателя вуза имеет трехуровневую структуру, отражающую профессиональную ИКТ-компетентность в соответствующей предметной области. ИК компетенция преподавателя высшей школы рассматривается как его неотъемлемая профессиональная характеристика, отражающая применение ИКТ в профессиональной области как для решения широкого круга педагогических задач, моделирования и конструирования образовательной деятельности, так и для формирования у обучающихся готовности к использованию ИКТ в будущей профессиональной деятельности. Представляется, что одним из способов развития ИК компетенции педагогов являются курсы повышения квалификации. При всем многообразии существующих на образовательном рынке программ и курсов повышения квалификации в области ИКТ, существует, тем не менее, ряд объективных факторов, снижающих эффективность формирования ИК компетенции. Одним из таких факторов является отсутствие постоянной поддержки и консультирования педагогов в промежутках между курсами повышения квалификации. Выход из сложившейся ситуации видится в использовании цифровых технологий, обладающих широкими дидактическими возможностями в этой области. Ключевые слова: информационно-коммуникационная компетенция; повышение квалификации; профессиональные стандарты; интеграция информационно-коммуникационных технологий в учебный процесс

У статті висвітлено проблему використання міжнародних наукометричних баз даних у науково-дослідницькій діяльності як web-орієнтованих ресурсів і сервісів, що є засобами оприлюднення та розповсюдження результатів наукових досліджень. Виділено критерії добору наукометричних платформ відкритого доступу у проведенні наукових досліджень (охоплення українських наукових видань та публікацій ; точність даних, загальні характеристики міжнародної науко метричної бази даних, технічні характеристики, функціональні характеристики) та їх показники. Зроблено огляд найбільш популярних наукометричних баз даних відкритого доступу Google Scholar, Російський індекс наукового цитування (РІНЦ), Scholarometer, Index Copernicus (IC), Microsoft Academic Search. Визначено переваги використання міжнародної наукометричної бази даних Google Scholar у проведенні наукових досліджень та перспективи дослідження, які полягають у виділенні хмарних інформаційно-аналітичних сервісів даної системи. Ключові слова: міжнародна наукометрична база даних вільного доступу, наукове дослідження, Google Scholar. In the article the problem of using the international scientometric databases in researches as web-oriented resources and services that are means of publication and dissemination the results of the scientific research activity is described. The criterias of selection of scientometric databases and their indexes are picked out in the researches. The analysis of the most popular scientometric databases of open access: Google Scholar, RINTS, Scholarometer, Index Copernicus (IC), Microsoft Academic Search is done. The advantages of using the open access scientometric database Google Scholar in the research are determined. Keywords: international scientometric database of open access, scientific research, Google Scholar. Постановка проблеми. Розвиток єдиного інформаційного простору з інтенсивним впровадженням ІКТ спричинили стрімке накопичення інформаційних ресурсів, основну частку яких займають публікації результатів наукових досліджень [10]. В сучасному суспільстві найбільш вагомим є результат, який надає наукове дослідження, а не лише процес діяльності чи думки. Із збільшенням кількості науковців постає питання про науковий внесок кожного з них. Вага вченого в науковому співтоваристві, його вплив на події, що відбуваються в обраній ним галузі науки, нині багато в чому визначаються тим, наскільки повно, конструктивно і органічно представлені результати його досліджень в Інтернет-мережі. Наукову діяльність важко оцінити лише одним параметром, тим більше є необхідність оцінювання з використанням кількісних та якісних показників. Це пов'язано із багатьма проблемами, основними з яких є врахування якісного характеру наукової роботи та інтерпретування показників у числовій розмірності, що дає можливість отримати важливі відомості про актуальність певної тематики і навпаки про застарілість, рівень опису сучасних проблем тощо[26]. Виникає проблема використання web-орієнтованих ресурсів і сервісів як засобів впровадження результатів наукових досліджень, зокрема їх оприлюднення та

Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.

Разглеждат се възможностите на различни технологии за поддържане на електронно портфолио на студенти от педагогическите специалности.
под редакцията на приф. Д. Стойчева
Електронното поргфалио е резултат от проект на катедра Методика на чуждоезиковото обучение, Факултет по класически и нови филологии, Софийски университет „Св. Климент Охридски“, финансиран от Софийския университет по Договор за научни изследвания 170/08.05.2013 г.

The impact of Information and Communication Technologies (ICT) English Language Teaching (ELT) is undeniable. This paper addresses BA students' and teachers' perspectives of the use of ICT in their daily academic life. Using an on-line survey, a questionnaire and document analysis as data collection instruments, it was found that even though both teachers and students are keen on ICT use to improve language learning, there are still some constraints that impede full integration into ELT. These include insufficient computers, andwidth, reliable wireless connectivity and lack of more focused training.

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and typical approaches to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: “computers as an information tool”, “computers as a learning tool” and “basic computer skills”. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point to a specific relationship between teachers’ beliefs profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.

The paper explores the possibility of enhancing the competencies and skills , by a systemetic incorporation of Multiple Intelligences in the Classrooms, reinforced through the MI laboratory.The research based article throws light on how the teachers teaching primary classes were able to reflect upon their styles of teaching.The skewness towards a particular intelligence, truly reflected the outcome in terms of increased engagement and interest shown by students.It is not how we teach them, but how they wish to learn, that makes the difference.

This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty identified variables which mostly observe recent rapid changes of technology in the educational sectors especially for higher educational system in globally. Statistically representative sample as for thirty-six public and seventy-six private universities official website were randomly selected for analysis. Descriptive statistics were used to produce cross tabulation and graphical presentations and multivariate model was employed to observe significance relationship between dependent variable as Level of Educational Facilities and independent variables. Primarily, it shows that few universities were taken initiative in some sectors to adapt present and future challenges but all variables were statistically indicated insignificant. Thus, this study suggests that University Grant Commission (UGC) should conduct depth research by comparing with international educational framework and quality measurement policies.

The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.

The past three decades have seen the widespread use of information and communications technology (ICT) in different aspects of society and especially in educational systems in both developed and developing countries. This presentation reports part of a larger study with a focus on technological and pedagogical uses of ICT in foreign language teaching in a case study university in Vietnam. The results of our mixed methods study reveal an imbalance between technological and pedagogical uses of ICT. It seemed that teachers focused more on technology elevation than on pedagogy progression. According to the Lin et al.’s (2012) pedagogy * technology model which is used as the theoretical framework for this part of our study, most teachers were at level 3 (utilising internet applications) and level 4 (creating multimedia teaching materials) in the technological dimension. Pedagogically, most teachers used ICT to supplement their existing teaching styles, which were mainly teacher-centred and direct teaching (level A). Fewer teachers demonstrated student-centred uses of ICT such as cognitively active learning (level B), constructive learning (level C) and social learning (level D). Consequently, not much innovative change was made in terms of pedagogical practices of ICT. The study points to the need to move towards innovative student-centred ways of using ICT to facilitate students’ collaborative, constructive and social learning through teacher-specific and pedagogy-before-technology ICT training focus.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.