Using Technology in English Teaching of Pre-Service Teachers in 4.0 Industrial Revolution Era

The study aims at knowing the use of technology in teaching learning process of pre-service teachers of English Study Program of Universitas PGRI Semarang. The subjects of the study are the eight semester students which are Pre-service teachers of the English Study Program of Universitas PGRI Semarang in the academic year 2018/2019. The instrument used in the study is questionnaire. The techniques used in the study are sharing the questionnaire to the eight semester students through WhatsApp to know what kinds of technology used by them are and interview to know how their perception of the use of technology in teaching learning process is. The qualitative data are analyzed by reducing the data, classifying the data and drawing conclusion. The result of the study shows that Pre-service teachers tend to use same kinds of technology in teaching learning process, and they have an opinion that technology is really important for the teachers and for students

Editorial: re-visioning teaching and learning with technology in mathematics: selected papers from ICTMT12

This paper introduces a special journal issue presenting selected papers from the 12th International Conference on Technology in Mathematics Teaching (ICTMT12), hosted by the Faculty of Sciences and Technology of the University of Algarve, in the city of Faro, from 24-27 June 2015. With the overall theme of re-visioning teaching and learning with technology in mathematics, the papers in the special journal issue offer insights into the range of possibilities for the integration of technology in the teaching and learning of mathematics at the upper secondary and tertiary levels of education (including in teacher education). The insights cover teachers' knowledge for teaching mathematics with technology (KTMT), an adaptation of the technological pedagogical content knowledge (TPACK) theoretical framework, an ‘embodied’ approach to the convergence of numerical sequences using GeoGebra, and examples of how GeoGebra can be used to explore complex functions. Such insights are an important part of re-visioning teaching and learning mathematics with technology

The Role of Technology in Music Education: a Survey of Computer Usage in Teaching Music in Colleges of Education in The Volta Region, Ghana

The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogers’ Diffusion Innovation theory and descriptive survey research method. Data was collected from the respondents using questionnaire, interview, and observation. The study revealed that even though about 90% of the music tutors have good academic qualification and over five years teaching experience, lack of competence in handling computer technology in teaching music among some music tutors and incoherent ICT initiatives hindered proper application of computer technology in the field of music education. It is however envisaged that increasing access and coherent computer technology initiatives will be paramount for the teaching of music in the Colleges of Education

The Use of Project-Based Learning in a Technology Course for Math and Science Teachers

In this project, pre- and in-service math and science teachers used project-based learning to learn the complex skills involved in integrating technology into math and science teaching. The teachers in the course E36.1002: Microcomputer Applications in Math and Science Instruction in the Department of Teaching & Learning at New York University developed a four-week curriculum that integrates math, science, and technology using a common theme chosen by the teachers. The program has received very positive feedback from all participants and may be expanded in the future. Some recommendations are provided on how field experience in teaching with technology can be integrated into math and science teacher education programs

The Artificial Intelligence Course at the Faculty of Computer Science in the Polytechnic University of Madrid

This paper presents the experience of teaching an Artificial Intelligence course at the Faculty of Computer Science in the Polytechnic University of Madrid, Spain. The objective of this course is to introduce the students to this field, to prepare them to contribute to the evolution of the technology, and to qualify them to solve problems in the real world using Artificial Intelligence technology. The curriculum of the Artificial Intelligence course, which is integrated into the Artificial Intelligence Department's program, allows us to educate the students in this sense using the monographic teaching method

Teacher professional learning for technology integration in mathematics classrooms through online learning communities : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University, Albany, New Zealand

The new school curricula in Indonesia emphasise the integration of technology into instructional practices. The infusion of technology in mathematics education requires teachers to align their teaching practices with ongoing technological innovations. Integrating technology into mathematics classrooms requires teachers to have a good knowledge of mathematics content, technology and pedagogy. Teachers also need to consider their school environments. Existing teacher professional development programmes are seen to be failing to meet teacher needs regarding content delivery that sometimes does not match the existing school conditions. The premise underlying this research is that the use of an online learning community (OLC) may present a possible solution to the current challenges. Thus, the intention of this study was to investigate the potential of OLCs to help develop teachers’ learning to fulfil their professional needs in integrating technology with the teaching of mathematics. An ethnographic approach was used to investigate the phenomenon of teacher learning within an OLC and the implementation of the new knowledge acquired in their mathematics teaching practices. Empirical data from five case studies were used to examine how participation in the OLC affected teaching practices for five teachers. The results revealed that teacher participation in an OLC offered opportunities and challenges. Teachers de-privatized their practices as they actively engaged in social learning interactions to share knowledge and help each other with the appropriate use of technology in teaching mathematics. Teachers also faced some challenges, which impeded them. These challenges included differences in school policies, such as restrictions on using social media and limited technical infrastructure, which hindered teachers from fully leveraging the OLC. Teachers with less experience in teaching with technology and with low levels of technology skills tended to be passive in the OLC. Cultural contexts revealed that lack of experience and caution about expressing opinions made teachers feel ewuh pakewuh, a shyness in openly expressing their thoughts. Despite these barriers, the study provided evidence that teachers improvised and dealt with situations as they rose. The findings of this study provided evidence that participation in the OLC had significant impacts on teachers’ professional learning. Teachers altered their mode of using technology either as a partner or as an extension of self as they gained more confidence in their own learning. The teachers gradually transformed their participation from peripheral to full participation in promoting the use of technology for teaching mathematics. The research provides new insights into ways teachers can be helped to develop their professional learning in the use of technology for teaching mathematics through participation in OLCs. Particularly for Indonesia, the findings of this research provide an OLC-based model that could be implemented in other contexts that share similar technology landscapes and sociocultural heritages

Technology Showcase 2009: Using concept mapping in teaching, learning and assessment

Abstract submitted to the Technology Showcase, support event of the Annual Learning and Teaching Conference 2009

Public technology: challenging the commodification of knowledge

Discusses the role of technology in commodifying teaching, that is making it a marketable commodity, and describes a number of examples of how academic staff around the world are using open technologies to make teaching and learning both accessible to a wider public, and to involve the wider public in student learning

Teachers enacting a technology-rich curriculum for emergent literacy

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergartener