MOOCs of Inclusive Technology in Teacher Education for Vocational Education

Abstract

Technology is a strong ally the transformation and adaptation of new knowledge, through the use of technology environments as virtual learning environments and virtual reality environments can be made more dynamic learning. This work is part of the training of teachers who work in vocational courses so that they can work with people with disabilities and insert them into the labor market, adapting their job according to your needs. For this we used technological resources that assist in training and make this more dynamic training, adapting to Massive Open Online Course (MOOCs). The technological environment developed as well as the selected learning objects were made available to participants. Questionnaires regarding usability and functionality were performed, allowing to generate an overview of the training provided to these teachers.

Research on the New English Language Teaching Approach based on Sharing of the Knowledge Economy under the MOOCs Background

“…Linguistics set purpose mainly is to promote students to understand the main achievements of human civilization development, and realize the language for social, economic, and the important role of the personal accomplishment. Teachers in the process of teaching to the teaching contents, teaching methods and teaching evaluation in-depth research, which will be those that can cultivate students' thinking ability teaching methods used in practical teaching [8].…”

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

“…The process involves several stages based on continuous course redesigning based on the Universal Design for Learning (UDL) framework to improve the learning experiences of students and teachers [46]. Research on professional development training suggests that online training can update teachers' knowledge and skills despite some uncertainties in their ICT-use skills by designing hands-on, learner-centred, and collaborative technology training activities [47,48].…”

Current Trends in ELT and Affordances of the Inverted CLIL Approach

“…Educational practices are not always in tune with current trends in society, perhaps due to the the many challenges associated with the incorporation of technologies in teaching methodologies (Wagner et al, 2015), especially on the part of teachers (Prebianca, Cardoso, & Finardi, 2014;Prebianca, Finardi, & Cardoso, 2015) and despite some relevant efforts on the contrary (e.g., Dias & Pimenta, 2015;Rabello, 2015).…”

“…Many are the challenges faced by teachers in this quest. One of these challenges is related to the lack of support and training for the incorporation of technology in education in general (e.g., Teixeira & Finardi, 2013;Wagner, Piovesan, Given the role of English as a foreign and international language (for example, Finardi, 2014) and the need to incorporate technology in English Language Teaching (ELT) methodologies, this study has a two-fold aim, namely: to offer a review of current approaches to ELT and to analyze affordances of an approach proposed by Finardi (in press) and called the Inverted CLIL approach. More specifically, the study focuses on the integration of teaching approaches that may enable the incorporation of technologies in ELT methodologies such as the Content and Language Integrated Learning (CLIL) approach, the distance education approach used in Massive Online Open Courses (MOOCs), and blended approaches (Note 1) such as the one known as the Inverted Classroom or Flipped Classroom approach (e.g., Fadini & Finardi, in press; Finardi, Prebianca, & Schmitt, in press).…”