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

2014 ◽  
Vol 79 ◽  
pp. 101-115 ◽  
Author(s):  
Shiang-Kwei Wang ◽  
Hui-Yin Hsu ◽  
Thomas C. Reeves ◽  
Daniel C. Coster
Keyword(s):  
Professional Development ◽  
Information And Communication Technologies ◽  
Research Study ◽  
Communication Technologies ◽  
Lessons Learned ◽  
Cognitive Tools ◽  
Design Based Research ◽  
Information And Communication

A Reconstruction of Rural Teachers' Technology Integration Experiences

2016 ◽  
pp. 834-860
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

Floating narratives: transnational families and digital storytelling

2018 ◽  
pp. 201-218
Author(s):  
Catalina Arango Patiño
Keyword(s):  
Information And Communication Technologies ◽  
Digital Storytelling ◽  
Research Study ◽  
Methodological Approach ◽  
Communication Technologies ◽  
Transnational Families ◽  
Family Storytelling ◽  
Migrant Families ◽  
Information And Communication ◽  
Technological Affordances

This chapter examines the effects of information and communication technologies (ICTs) on storytelling as a practice of communication among transnational families. It describes three technological affordances that are linked to digital storytelling practices of six Colombian migrant families residing in Montreal, Canada: presence, interactivity, and multimodality. After providing an overview of the methodological approach employed in the research study and the techniques used to collect and analyse the data, the chapter discusses the findings with regard to the views of the participant families about the dynamics of their post-migration storytelling experiences. More specifically, it considers the Colombian families' perspectives about being present during their digital interactions. An important finding is that digital mediation seems to be altering family storytelling. For some families, ICTs catalyse storytelling in situations where presence and multimodality take place; for others, ICTs constrain family storytelling when the illusion of nonmediation is not experienced.

scholarly journals Professional standards and professional growth of library specialists

2016 ◽  
pp. 51-58 ◽  
Author(s):  
Svetlana Olefir
Keyword(s):  
Professional Development ◽  
Information And Communication Technologies ◽  
Russian Federation ◽  
Professional Growth ◽  
Communication Technologies ◽  
Professional Standards ◽  
Professional Standard ◽  
Professional Certification ◽  
Information And Communication ◽  
The Russian Federation

Problematic issues of introduction of the professional standard «The expert in the field of library information activities» in libraries of the Russian Federation are considered. Professional standard requirements for mastering information and communication technologies are analyzed. The possibilities for assessing expert’s compliance with professional standards, prospects for professional certification, professional development and retraining of personnel are examined. The vectors of professional improvement of library specialists through various education activities, self-education and project involvement are discussed.

An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts

2011 ◽  
pp. 218-242 ◽  
Author(s):  
Nitika Tolani-Brown ◽  
Meredith McCormac ◽  
Roy Zimmermann
Keyword(s):  
Developing Countries ◽  
Learning Outcomes ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Lessons Learned ◽  
Structured Interviews ◽  
Evidence Based Practices ◽  
Rigorous Research ◽  
Information And Communication ◽  
The Impact

Rigorous evaluations on the impact of information and communication technologies (ICTs) on learning outcomes in developing countries is sparse and often lacks the methodological quality necessary to guide policymakers towards sound, evidence-based practices. This desk study reviews research undertaken to date on the impact of ICTs on learning outcomes in developing countries. First, a series of in-depth, structured interviews with a range of stakeholders, including policymakers and academicians, researchers, users and developers of ICTs, was conducted, followed by a global literature review of published and unpublished evaluations on the educational impacts of ICTs. This study found that while qualitative studies often highlight the benefits of ICTs for learners and other stakeholders, there is little rigorous research to support a causal linkage between student learning outcomes and ICTs in the developing world. This study concludes that decision makers in developing countries are guided not by evidence or data but by intuition and other influences when choosing to invest in technology in an effort to upgrade the quality of instruction in their schools. Finally, recommendations for future evaluations are offered while considering important lessons learned from extant research.

DEVELOPMENT OF FINANCIAL LITERACY IN LATVIAN STUDENTS

2018 ◽  
Vol 6 ◽  
pp. 237-247
Author(s):  
Rita Kiseļova ◽  
Linda Mihno
Keyword(s):  
Information And Communication Technologies ◽  
Financial Literacy ◽  
Research Study ◽  
Financial Education ◽  
Communication Technologies ◽  
Knowledge And Skills ◽  
The Future ◽  
Information And Communication ◽  
Oecd Pisa ◽  
Financial Environment

The development of the information and communication technologies goes hand in hand with changes in the financial environment, development of the offering and opportunities, and an ever increasing necessity for financial education to develop and advance in the schooling sector. It is therefore essential for school curricula to include the acquisition of knowledge and skills which support the development of financial literacy in order to assure that students are able to take care of their financial wellbeing in the future. The main aim is to find out what financial skills Latvian students need to develop in order to improve their financial literacy.Based on research studies conducted by other researchers, the research study is being conducted to look for the necessary skills and knowledge which financial literacy comprises and which might assure financial wellbeing in the future regardless of the constant development of the financial environment. The data of the Financial Module of the year 2012 OECD PISA study, in their turn, are used to analyse the financial literacy of Latvian students at the age of 15 by finding out the knowledge and skills students in Latvia have with regard to finances. By calculating the percentage of students able to solve the tasks given to them, the research study analyses which tasks Latvian students find difficult and which ones are easy for them. The research study explains what knowledge and skills financial literacy comprises. The results show that Latvian students find analytical tasks difficult, i.e., tasks which require substantiation of their opinion, whereas they find it easier to deal with tasks where use of mathematical skills is sufficient.The possible reasons for the current situation are provided and suggestions for improving it are offered in the research study.  

Information and Communication Technologies as Means of Teacher�s Self-Education and Self-Development

10.12737/5093 ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 17-27
Author(s):  
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O. Kuznetsova ◽  
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Nadezhda Merkulova
Keyword(s):  
Professional Development ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Activity ◽  
Web Technologies ◽  
Network Communities ◽  
Information And Communication ◽  
Professional Self ◽  
Development Methods

In conditions of insufficient experience related to the use of modern information technologies, limited arsenal of methodical practices, educational resources, remote courses, allowing to master FSES innovations, innovative technologies, and apply them professionally in educational activity, teachers have to conduct search of new forms and professional development methods, to pass to collective forms of professional self-education themselves. For this purpose it is necessary to expand teachers� communicative opportunities significantly: they have to participate and to create network communities themselves, to use teleconferences, thematic forums, social networks to initiate various ways of interaction for purposeful generalization and experience exchange, joint professional development on the basis of web technologies use. Development of the information and communication educational environment on web resources basis, and methodical aspects of professional selfeducation creation are one of perspective directions of the higher professional pedagogical education, which importance will constantly increase in this environment.

Information and communication technologies and knowledge sharing among academic librarians in south-west Nigeria

2014 ◽  
Vol 63 (4/5) ◽  
pp. 352-369 ◽  
Author(s):  
Stella Ngozi I. Anasi ◽  
Imo J. Akpan ◽  
Titilayo Adedokun
Keyword(s):  
Professional Development ◽  
Knowledge Sharing ◽  
Information And Communication Technologies ◽  
Survey Design ◽  
Communication Technologies ◽  
Academic Librarians ◽  
Content Type ◽  
South West ◽  
Information And Communication ◽  
Descriptive Survey

Purpose – This study aims to investigate the degree and frequency of utilisation of information and communication technology (ICT)-enabled platforms for knowledge-sharing by academic librarians in south-west Nigeria. It also seeks to identify possible barriers as well as strategies that will promote efficient utilisation of these platforms. Design/methodology/approach – This study adopted a descriptive survey design, using a researcher-developed questionnaire for data collection. Fifty-two professional librarians from selected academic libraries in south-west Nigeria were surveyed. Descriptive statistics were used for data analysis. Findings – Finding from the investigation revealed that academic librarians in south-west Nigeria are increasingly utilising ICT platforms for knowledge-sharing in preference to the traditional platforms. However, ignorance of existing ICT knowledge-sharing platforms, limited ICT skills and an unhealthy technology environment remain major challenges. Originality/value – The findings of this study have far-reaching implications for Nigerian academic librarians’ professional development. It advocates maximum utilisation of ICT platforms to enhance knowledge-sharing and collaboration for professional development, scholarly communication and efficient service delivery.

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