Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Wang, Shiang‐Kwei; Hsu, Hui‐Yin; Reeves, Thomas C.; Coster, Daniel C.

doi:10.1016/j.compedu.2014.07.006

Cited by 98 publications

(76 citation statements)

References 42 publications

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“…This finding has been found relevant for teachers' positive changes in cognitive aspects of adapting innovative methods of teaching and learning [12].…”

Section: What Do Teacher Trainers Need In the Field Of Ict?mentioning

confidence: 68%

“…It appears that teaching strategies is a component that combines pedagogical knowledge, didactical knowledge and technological knowledge. The lecturers' attitude, their role model including using teaching methods that appropriate ICT environment, as well as the summative assignment-These are the methods that the teachers evaluated and they support the findings of [9] and [12]. It is possible that learning the outputs of the ICT program is done in teaching strategies adapted to the unique structure of each output.…”

Section: Discussionmentioning

confidence: 99%

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Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Choresh¹,

Megen-Nagar²

2017

IJIET

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Abstract-The national program of ICT in Israel emphasizes the professional development of teacher trainers in ICT and pedagogical innovation. The purpose of the study is to identify the scale components of teacher trainers' professional development in ICT. The research used quantitative method. 53 teacher trainers of a training program participated in the study. Subjects filled in a self-report questionnaire about their satisfaction from the training course and pedagogy and content knowledge self-efficacy. Exploratory and confirmatory factor analysis found the questionnaire in total valid and reliably explaining the characteristics of the training program and the contribution of five latent factors that are recommended to be components of teacher trainers' professional development in ICT scale: Applicative knowledge, learning process, teaching strategies, time management, and learning environment. The conclusion of the study is that a recommended model for professional development of teacher trainers in ICT will include these five components, while observing the development in a two-dimensional way: one -from simple to the complex, and two -from external to internal. Future research is recommended to continue and develop the professional development scale, and increase its validity through increasing the number of items collected from the literature, from joint discussions between teacher trainers and researchers, and from interviews with teacher trainers.Index Terms-ICT, professional development, teacher trainers. I. INTRODUCTIONIn the era of the 21st century, computer and information skills are critical skills for day to day life in general and to academic development in particular [1], [2]. Preparing the education system graduates for the demands of the employment world of the 21st century is a need and a central national goal in the State of Israel [3]. The national ICT program has teacher trainers working to assist schools in promoting innovative pedagogy that integrates ICT, in accordance to the program's outputs. According to literature, assimilation of technology in schools is a long-term process, which only occurs if there is a change in the systemic characteristics [4].Professional development of teachers and teacher trainers in ICT is an interesting subject due to the plan for adapting the education system for the 21st century and the challenges entailed. The unique role of teacher trainers is reflected in Manuscript received April 8, 2016, revised June 2, 2016. N. Choresh is with the Academic College in Wingate, Israel (e-mail: noa_c@wincol.ac.il).N. Magen-Nagar is with the Gordon College of Education, Israel. She is also with the School of Education in Bar-Ilan University, Israel (e-mail: nogamagen@gmail.com).influencing the overview school level rather than at the individual teacher level. This is a complicated mission that requires a deep comprehensive organizational perspective. Therefore, the goal of the current pilot study is to identify and indicate the key components which are crucial for an...

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“…This finding has been found relevant for teachers' positive changes in cognitive aspects of adapting innovative methods of teaching and learning [12].…”

Section: What Do Teacher Trainers Need In the Field Of Ict?mentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Choresh¹,

Megen-Nagar²

2017

IJIET

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“…La sociedad contemporánea exige nuevas competencias tanto para docentes como para estudiantes, y estas competencias suelen estar relacionadas con actividades de aprendizaje electrónico, y por tanto con el uso de herramientas TIC. Aunque el uso de las TIC hace factible la implementación de la clase inversa, los investigadores han observado que la mayoría de los educadores aún adoptan pasivamente la tecnología como medio de aprendizaje (Wang et al, 2014). Estos resultados decepcionantes, han forzado a los educadores a reformar la enseñanza con el fin de mejorar los entornos de aprendizaje creativo.…”

Section: Introductionunclassified

Nuevas metodologías docentes para un nuevo mundo laboral

Peñaranda

Alfonso

Marco‐Jiménez

et al. 2018

Libro De Actas IN-RED 2018: IV Congreso Nacional De Innovación Educativa Y Docencia en Red

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“…The teachers' teaching experience ranged from three to thirty-three years. As suggested by Wang et al (2014), the profile data from each schools were collected to help the researcher understand the character-based classroom teaching practices at schools. It included the school performance the last three years, the school progress report of the implementation of the new curriculum 2013 and character-based education at schools.…”

Section: Participantsmentioning

confidence: 99%

“…Early in his government, the new elect Indonesian president 2014-2019 Widodo has proposed what he called "Revolusi Mental (Mental Revolution) as one of his urgent political agenda. This agenda has given more support to the Indonesian character education in the country.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Beliefs, Values and Local Wisdom of Betawi Culture in a Character-Based Education through a Design-Based Research

2017

European Journal of Contemporary Education

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This design-based research is part of three-year national projects examining the incorporation of local wisdom in a character-based education in primary school contexts. Specifically, the present study addresses two research questions: 1) what are local wisdoms of Betawi ethnic feasible to be incorporated in character based curriculum in primary school contexts, 2) what are potential classroom instruction methods for such a local wisdom integrated curriculum. To this end, I worked with historian, educational experts and practitioners. Multiple data collection methods were employed, including documents study, interview, survey, focus group discussion and observation. The collected data were analysed both qualitatively and quantitatively. This study has highlighted several beliefs, values and local wisdom from Betawi culture feasible for integration within classroom instruction. More importantly, the study has discussed an alternative instructional method that facilitated the incorporation of the beliefs, values and local wisdom from Betawi culture in classroom context.

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Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Cited by 98 publications

References 42 publications

Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Identifying the Scale Components of Teacher Trainers' Professional Development in ICT

Nuevas metodologías docentes para un nuevo mundo laboral

Incorporating Beliefs, Values and Local Wisdom of Betawi Culture in a Character-Based Education through a Design-Based Research

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