The Development of Web-Based Learning Models as A Learning Medium for Students of Audio Video Electronics Competencies

At present distance education has reached almost the entire archipelago. These developments occur a lot in higher education. This benefit is also brought about in secondary education, as seen in SMKN 1 Jetis, especially in the electronics field. Web media with URL ruangpakdedy.com was developed to answer the many electronic learning materials that exist in cyberspace but are still scattered, so the web is made to collect various sources of electronic material in one site. This ease is expected to increase skills that have a greater portion than cognitive knowledge in vocational education. The development used refers to the 4D Thiagarajan model by going through the planning process, material testing by material experts, and media testing by media experts, revisions, products tested on students with good results. As a complement on the web also added assignments that are connected to the LMS page and quiz.

An investigation of uses and gratifications for using WEB 2.0 technologies in teaching and learning processes

Although the use of Web 2.0 in higher education has been a hot topic for the last decade, a lack of guidelines on how to use Web 2.0 tools has constrained their wider adoption. Therefore, understanding why and how educators use Web 2.0 is a necessary step towards promoting their effective use in teaching and learning. This study draws upon the uses and gratifications perspective to explore faculty members’ uses of Web 2.0 tools in instructional processes in an international higher education context. We gathered data from 15 faculty members via semi-structured interviews as part of a phenomenological study design applying maximum variation sampling. We analyzed the data using content analysis. The results indicated that the faculty members were selective in their use of Web 2.0 tools and utilized a variety of Web 2.0 tools to gratify their cognitive, affective, social integrative and personal integrative needs in relation to instructional processes

Factors that Influence the Application of Web 2.0 Based Techniques for Instructional Purposes – A Case Study

This paper aims at investigating the factors which influence instructors of primary and secondary education into using Web 2.0 based teaching techniques in their teaching now and in the future. Two hundred and fifty three teachers participated in a survey conducted with a quantitative research method followed by short interviews for clarification purposes in the research area. The results showed that both gender and teaching experience are factors that influence this attitude, whereas the type of school seems to have no influence on educators’ decision to employ such tools in their teaching practices

Factors that influence the application of Web 2.0 based techniques for instructional purposes - A case study

This paper aims at investigating the factors which influence instructors of primary and secondary education into using Web 2.0 based teaching techniques in their teaching now and in the future. Two hundred and fifty three teachers participated in a survey conducted with a quantitative research method followed by short interviews for clarification purposes in the research area. The results showed that both gender and teaching experience are factors that influence this attitude, whereas the type of school seems to have no influence on educators' decision to employ such tools in their teaching practices

Special Education Teachers\u27 Perceptions of Professional Development Around Assessment

The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers\u27 knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers\u27 perceptions of PD around assessment. Guided by a framework based on Chen and McCray\u27s whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary special education teachers viewed the PD activities related to assessment at the local site. In-depth interviews were conducted with elementary special education teachers at LMP Elementary School who had attended PD about assessment. Interview data were analyzed using the content analysis method. Overall, findings revealed concerns regarding the quality of PD, lack of training, lack of evidence-based practice, teachers\u27 intrinsic motivation and commitment, and teachers\u27 autonomy. Findings were used to design a 3-day PD workshop that engaged learning techniques for special education teachers to assess and implement instructional methods to augment students with disabilities\u27 academic achievement. Ultimately, this study has implications for creating positive social change by advocating and providing for special education teachers to be maximally engaged in PD aimed at enhancing outcomes for the students with disabilities they serve