8,852 research outputs found
Needs and challenges for online language teachers - the ECML project DOTS
The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachersâ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues
Teacher education in a climate of change: the way forward
The Department for Employment and Learning (DEL) and the Department
of Education (DE) launched a review of teacher education in 2003 at the
first major teacher education conference to be held in 30 years... The purpose of the
review was to ensure that the profession is best placed to cope with the
changes facing the education sector in the coming years... This paper seeks to: establish the context within which decisions about teacher education
have to be taken; argue the need for change; present the conclusions arising from the review; and make proposals about the future delivery of teacher education
Policy review of teacher education in Northern Ireland
"This report is written as background for departmental officials and assumes,
therefore, familiarity with the issues. Its purpose is to consider the aims, objectives
and policies on which the current model of teacher education (initial, induction, early
professional development, continuing professional development) in Northern Ireland
is based, and to offer an opinion on how well current provision fits these, identifying
gaps as necessary." - page 3
A Critical Review of Contemporary Practice in Internationalisation in the Hospitality, Leisure, Sport and Tourism (HLST) Subject Communities
This report identifies and critically reviews contemporary practice in the field of internationalisation within the HLST subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and global awareness. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in UK HLST curricula in the UK. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research into this area
Competencies for educators in delivering digital accessibility in higher education
The aim of this paper is to critically review the capabilities of the European Framework for the Digital Competence of Educators (DigCompEdu) and the UNESCO ICT Competency Framework for in delivering greater accessibility for students with disabilities in a Higher Education landscape undergoing Digital Transformation. These frameworks describe what it means for educators to be digitally competent. However are there other competencies required to deliver Digital Accessibility in education. The particular focus of this paper is the role of the teachers in delivering Digital Accessibility in higher education. What should be expected of them and what are the required competencies to meet these expectations? Is it fair for example to expect teachers to cross boundaries where the effectiveness of general accessibility strategies such as UDL end for particular groups of students for example blind students in STEM subjects and where there is a need for individualised accommodations
Recommended from our members
Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations
LLiDA set out to:
review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies
review current responses to these challenges from the further and higher education sectors, in terms of:
a) the kinds of capabilities valued, taught for and assessed (especially as revealed through
competence frameworks);
b) the ways in which capabilities are supported ('provision')
c) the value placed on staff and student 'literacies of the digital'
collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice
offer conclusions and recommendations, in terms of the same issues reviewed in
Chapter 3 Women empowering themselves to fit into ICT
"The near-ubiquitous spread of ICT offers unprecedented opportunities for social and economic agents, reshapes social and economic structures and drives the emergence of socio-economic networks. This book contributes to the growing body of literature and present state of knowledge, offering the reader broad evidence on how new information and communication technologies impact womenâs economic and social empowerment and hence have an impact on overall welfare creation. More specifically, it concentrates on demonstrating how ICT may become âempowering technologiesâ through their implementation. The book is designed to provide deep insight into the theoretical and empirical evidence on ICT as a significant driver of women`s social and economic development.
Special focus is given to examining the following broad topics: channels of ICT impact on women`s development; the role of ICT in enhancing women`s active participation in formal labor markets; examples of how ICT encourages education, skills development, institutions development et alia, and thus contributes to womenâs social and economic empowerment, as well as case-based evidence on ICT`s role in fostering womenâs equality.
The primary audience for the book will be scholars and academic professionals from a wide variety of disciplines but mainly those who are concerned with addressing the issues of economic development and growth, social development, the role of technology progress in the context of broadly defined socio-economic progress.
Teaching geography for a sustainable world: a case study of a secondary school in Spain
Geography has a major responsibility in delivering education for sustainable development (ESD),
especially because the geographical concepts of place and space are key dimensions for the
analysis and pursuit of sustainability. This paper presents the results of a research that investigated
how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD.
For the development of this research it was explored what is involved in understanding and
resolving issues about sustainable development and how geography teachers might best
conceptualize and teach in this new domain. As a result of this theoretical reflection it has been
defined a proposal or model for reorienting the geography curriculum from the basis of the ESD
paradigm, which is based and structured in four groups of criteria and recommendations as
follows: recommendations for defining competences and learning objectives; criteria for selecting
geographical contents and themes; criteria for selecting geographical areas and for the use of
scale; and finally, recommendations for choosing the most suitable teaching and learning
approach
Second language learning: finding ways to successfully integrate ICT resources and right strategies for language learning, translation and interpreting
Second language learning: finding ways to integrate ICT resources and right strategies for language learning, translation and interpreting
Second language learning has gained importance as language accreditations have become imperative for any profession or academic career. Undergraduate students in Philology, Translation Studies, Tourism Studies or the like follow language accreditation programmes in order to be able to compile a valid and solid CV when they complete their degrees, master or PhD programmes. In the case of Translation students, they are subjects with strong motivation for language learning applied to translation or interpreting tasks. Language technologies and tools constitute an essential part of their learning processes and language teachers should find a way of optimising the use of these resources. For this purpose, we have conducted a survey among students, trying to find out which web resources they use, how they use them (or not) and why. Using these data, we considered new strategies to help students get the most out of these tools; in particular, we analysed the pros and cons of machine translation tools, such as deepL and Google Translator, as well as corpus linguistics tools.Universidad de MĂĄlaga. Campus de Excelencia Internacional AndalucĂa Tec
- âŠ