Gauging the Ict-Based Teaching Readiness of Preservice Teachers in the Light of 21st Century Education

Balajadia, Dexter M.

doi:10.20319/pijss.2015.s11.1130

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Many studies have suggested that determining the readiness of teachers is necessary for the success of the different modalities of technology integration (Balajadia, 2015;DiBella et al, 2015;Markle, 2016;Al-Awidi & Aldhafeeri, 2017;Barde, 2017;Maimun et al, 2017;Christensen & Knezek, 2017;Cuhadar, 2018;Norizan et al, 2018;Ifinedo et al, 2019;Mousa & Kalonde, 2019;Ng & Cheng, 2019;Zamir & Thomas, 2019;Brooks & Grajek, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

Anoba¹,

Cahapay

2020

pijtel

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Technology is seen by many as the "holy grail" that will address the constraints brought by the Coronavirus Disease 2019 to the educational systems. The success, however, depends in part on the readiness of the teachers. This paper comprehensively assessed the readiness of teachers specifically on blended learning transition amid the COVID-19 crisis.Employing parallel mixed-method research, it involved elementary teachers from Carpenter Hill Elementary School, Mindanao, Philippines. The researchers used a survey questionnaire and interview guide data. This work revealed points of convergence, elaboration, and divergence in the data sets. An interesting point further underscored is that some quantitative and qualitative results may diverge, but challenges in these facets of blended learning can be turned into opportunities for teachers in the conduct of blended learning. A responsive, appropriate, and

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Section: Introductionmentioning

confidence: 99%

The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

Anoba¹,

Cahapay

2020

pijtel

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“…The responds from the study participants of our study reflects that their awareness on online learning is comparatively low. Similarly, Balajadia (2015) states in his study done in Philippines that online interactive teacher student meeting and professional networking are the most limited and most difficult to perform by pre-service teachers.…”

Section: South-east Asian Journal Of Medical Educationmentioning

confidence: 99%

Readiness for technology based teaching among undergraduates of faculty of education, University of Colombo

Ranawaka

Ranathunga

Sudarvannan

et al. 2020

SE Asian Jnl Med Educ

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Introduction: Technology-based teaching is introducing new pedagogical methods or developing existing ones using Information and Communication Technology (ICT) with the aid of modern electronic media in order to fulfill the educational requirements. In this study, the level of readiness of pre-service teachers was assessed under technological competency, pedagogical competency and technological pedagogical competency which were developed based on the TPACK framework developed by Mishra & Koehla (2006). Method: Descriptive cross sectional study with an analytical part (correlation) was done at the Faculty of Education, University of Colombo with 196 undergraduates. Results: The participants showed high level of readiness related to all the three domains considered, 40.3% related to technological competency,40.67% related to pedagogical competency and 41.4% related to technological pedagogical competency respectively. There was no statistically significant difference between the two academic years related to all three domains considered. There is a strong linear correlation between the level of readiness for technology based teaching related to technological competency and the level of readiness for technology based teaching related to technological pedagogical competency (correlation coefficient=0.78). The correlation between pedagogical competency and technological pedagogical competency is moderately linear. (Correlation coefficient=0.41). Conclusion: The level of readiness for technology based teaching among undergraduates of Faculty of Education, University of Colombo is in a satisfactory level related to all three domains considered.

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“…Dentro dela, a internacionalização ocupa um papel central, uma vez que ela representa o processo de integração internacional e intercultural das nações e mostrase como o estágio mais alto de relações entre instituições de ensino, especialmente as de nível superior (Hildeblando Júnior;Finardi, 2018). Bauk (2017) (Balajadia, 2015) para a solução de problemas da vida (Zhang et al, 2020). O ensino tecnológico se faz por meio de recursos e procedimentos tecnológicos, através dos quais a realidade, a vida e o cotidiano são representados com mais fidedignidade, mais precisas.…”

Section: Introductionunclassified

Aprendizagem Colaborativa Internacional Online entre universidades brasileiras e argentinas

Baptista Lopez Dalmau,

Cristina Benetti Tonani Tosta,

Mendes

et al. 2024

Educitec

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Em função dos constantes avanços tecnológicos vivenciados na humanidade, diferentes formas de ensinar e aprender se tornaram possíveis por meio de uma grande variedade de combinações, sejam elas presenciais ou virtuais. Uma alternativa bastante acessível para os estudantes é a Aprendizagem Internacional Colaborativa Online. Este artigo apresenta implicações para o ensino tecnológico e formação de professores a partir do processo colaborativo de aprendizagem online (COIL) realizado entre alunos e docentes das Universidades Federal de Santa Catarina (UFSC) e da Fronteira Sul (UFFS), do Brasil, e da Universidad Nacional del Litoral, da Argentina. A metodologia consistiu nas etapas de planejamento, implementação e avaliação do processo entre Brasil e Argentina, realizado nos meses de maio e julho de 2023. Os resultados mostraram que a) houve uma série de eventos não esperados que se consideraram um desafio ao planejamento e implementação da colaboração, exigindo esforços conjuntos de docentes e discentes, e b) a avaliação dos resultados alcançados foi considerada positiva em relação à estrutura, docentes e discentes, apesar de alguns aspectos terem avaliações medianas, como foi o caso do domínio da língua. A conclusão foi que essa prática permitiu que os participantes se deparassem com realidades distintas e mais específicas do que àquelas narradas em livros textos. Essas descobertas mostram que a formação docente baseada no domínio de ferramentas tecnológicas, com trabalhos colaborativos, tem a capacidade de abrir novos horizontes para o ensino tecnológico e para a formação de professores.

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Gauging the Ict-Based Teaching Readiness of Preservice Teachers in the Light of 21st Century Education

Abstract: Abstract

Cited by 6 publications

References 3 publications

The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

Readiness for technology based teaching among undergraduates of faculty of education, University of Colombo

Aprendizagem Colaborativa Internacional Online entre universidades brasileiras e argentinas

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