TEACHER’S PROFESSIONAL DEVELOPMENT THROUGH ICT RESOURCES & GADGETS

Today there are many global investments in ICT to improve teaching-learning process in various educational institutions that has been initiated by many governments. Still we are lagging behind somewhat in ICT adoption or integration in teaching-learning rather than the investments in ICT infrastructure, equipments and resources. As the teaching without innovations and technology is meaningless, thus in order to facilitate teaching-learning process adoption of technology is must. And that adoption is possible by enriching the teacher education with latest technology and innovations, strengthening the pre-service and in-service teacher education programs and by the professional development of teacher incorporating technological based-gadgets in educational system

The Adoption of Specialized High School Financial Literacy Curriculum Modules

This article explores the implementation of sophisticated financial literacy teaching materials developed specifically for a high school audience in a high technology environment. Considerable research has been devoted to understanding both the general reasons that innovation does or does not get adopted by the target population and the specific aspects of implementation of new curriculum materials at the high school level. Recent work evaluating successes and failures in the implementation of new curricula for foreign languages, mathematics, physics and general science is reviewed in order to draw inferences that may assist in an implementation program for financial literacy modules. Questions of the following types are addressed: Are there risks to the teacher in adopting novel curricula? Does extensive professional development need to accompany new curriculum adoption? Are there psychological hurdles that teachers need to address before adoption? Are there institutional impediments? How does teacher work environment affect adoption?

Technology Adoption in Secondary Mathematics Teaching in Kenya: An Explanatory Mixed Methods Study

Abstract This study examined the factors related to technology adoption by secondary mathematics teachers in Nyandarua and Nairobi counties in the Republic of Kenya. Using a sequential explanatory mixed methods approach, I collected qualitative data from interviews and classroom observations of six teachers to better understand statistical results from the quantitative survey of 135 teachers, and drew on Rogers\u27 (2003) diffusion of innovations theory. In the initial quantitative phase, using multiple regression analysis, I identified six explanatory variables related to technology adoption that resulted in R square of 61.2% and adjusted R square of 59.3%. These six variables and the corresponding standardized regression coefficients (Beta) are as follows: age of a teacher (-.321), school type (.267), Internet at home and school (.245), educational technology in general (.301), in-service training (.527), and discussions about technology (.161). In the qualitative phase, the participants described how technology training, technology resources, and demographics influenced their decisions to adopt technology in their teaching. Overall, the findings revealed that secondary mathematics teachers in Kenya lacked technology skills and technology training was low, the Internet supported early adopters in self-training, access to learning resources, and teacher collaboration, while a lack of adequate technology resources hampered technology adoption, the late adopters\u27 had negative views about technology in learning environments and where technology was available the teachers were not using technology for teaching mathematics. Some of the non-significant variables included gender, education level, time, ownership of laptop computer, and computer lab. Indeed, qualitative data revealed that time to complete the syllabus and to prepare technology-enhanced lessons inhibited teachers\u27 decisions to adopt technology in mathematics teaching. Through this study, I conclude that in-service training is the most significant factor in technology adoption process over and above the availability of technology resources while the relationship between school type and age of a teacher on a mathematics teacher\u27s technology adoption score were not well understood. For this reason, technology training programs for teachers need to be reevaluated to consider committing technology trainers who understand technology, training teachers on specific mathematical software, establishing training centers near teachers\u27 localities, and encouraging collaboration efforts. This study suggests recommendations for further research to understand technology adoption in secondary mathematics teaching in Kenya

Brave Forms of Mentoring Supported by Technology in Teacher Education

Indexación: Web of ScienceQuality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that quality. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such identities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology - supported mentoring processes that were conducted in the context of an EFL Teacher Education program in Chile; 2) to revisit the findings of these studies in light of new evidence from participants who have moved on in their careers. This evidence is viewed in the framework of recent scholarship on the responsibilities that Teacher Education plays in their development. The first 16-month study examined the influences of a guided reading program involving e-readers on the identities and literacy skills of pre-service teachers. The second was a student-conceived study. That inquiry sought to determine the influence of upper year students' peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 firs-year students in the pedagogy program. The initial evidence from ethnographic tools used in both studies indicated that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers - not predictive of a potential for quality teaching. Positive signs at the end of both studies and more recent reports from participants suggest that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology-supported environment requires rethinking Teacher Education mandates if we are to empower emerging teachers to be quality teachers.http://www.ejel.org/issue/download.html?idArticle=48

Pioneers in Unknown Territory: Teacher Perceptions and Use of Non-Conventional Instructional Tools

In an ongoing effort to understand teacher adoption of innovative instructional practices and their consideration of non-conventional tools for teaching and learning we collected survey data from over 300 teachers. From the 44 teachers who participated in our research we found a lack of alignment between teacher personal use of technology for teaching, high levels of teacher-centered use of technology and low levels of student-centered access to technology for learning, and need for instructional technology professional development that is different than what the teachers are receiving. Our discussion includes possible explanations, implications, and directions for future research

Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption

This quantitative research study examined high school teachers’ perceptions concerning the incorporation of 1:1 technology into classroom activities. The study collected data from teachers at rural, southeastern high schools with 1:1 technology programs. Data were collected from teachers via an online survey. The Technology Acceptance Model (Davis, 1989; Marangunic & Granic, 2015) was used as a basis for examining teachers’ incorporation of 1:1 technology into class work. Teachers’ adoption of the technology into pedagogy was analyzed to determine if relationships exist between level of adoption, perceptions of usefulness and ease of use, organizational factors, and teacher characteristics. Identification of relationships provided insights that may inform future decision-making about 1:1 technology integration into curricula and pedagogy, allowing opportunities for interventions that might influence adoption

EdTec Tour of What’s Possible: Challenging Concepts of Technology Use in the Classroom Through BreakoutEDU

While teacher education candidates and faculty have improved their knowledge and skills with technology, challenges remain regarding their understanding of how to integrate technology effectively within their pedagogical practices. One solution is to provide models of purposeful technology integration within instruction that embeds digital pedagogy throughout the learning process. This paper describes how a teacher education program is addressing the need to engage candidates and faculty around issues of technology integration and adoption. This is done through participation in a Breakout EDU game focused on introducing candidates, and faculty to what might be possible when integrating technology within their instructional practices. Throughout the paper, we describe how restructured instructional spaces and the Breakout EDU game model technology integration and has initiated change within the teacher preparation program

Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India

Since the 1920s, ICTs have been endorsed as solutions to challenges of access and quality in education. Proponents have also supported technology use in education on grounds that it could potentially impact cognitive, affective, and pedagogical outcomes. Based on these perceived benefits, many developed and developing countries have been alarmingly swift at rolling out technology in schools. However, in spite of more than several decades of ICT investment in education, whether it leads to better cognitive, affective, and pedagogical outcomes remains unclear. Amidst the preoccupation with an outcomes-only approach, the notion of technology integration is getting neglected. Prior to determine how technology can impact students and teachers, it is critical we gain clarity on what is being done with technology within the classroom. This study explored the notion of technology integration and examined the individual and collective role of factors that influence teacher ability to integrate technology in a developing country context. It also studied the relationship between technology and pedagogy, examining to what extent these tools alter the teaching styles of teachers. Using a convergent/ concurrent mixed methods design, the study answered two broad questions: 1. What are the factors or conditions that either hinder or facilitate a teacher's ability to integrate technology with the classroom curriculum? 2. Are there observable differences between teachers with access to technology and those without in the extent to which they engage in constructivist pedagogy in the classroom? The study finds that technology integration is a complex process and the ability to use it effectively for teachers, in the sample, depended on the individual and collective impact of four factors: the existing policy climate, personal characteristics of teachers themselves, the school context, and the innovation being implemented. Further, the study finds no statistically significant difference in the pedagogical styles of teachers with access to technology and those without. Both groups of teachers display very similar teaching styles, and are engaging in as much or as little constructive pedagogy as one another. The study closes with a short discussion on the implications of these findings on ICT-based policy and practice