scholarly journals Highlighting High Performance: Blackstone Valley Regional Vocational Technical High School; Upton, Massachusetts

2006 ◽  
Author(s):  
Keyword(s):  
High School ◽  
High Performance ◽  
Technical High School ◽  
Vocational Technical High School

scholarly journals O ensino híbrido como instrumento de recuperação paralela no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
ELIANA CALIXTO SANTOS ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
High School ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Learning Method ◽  
Mathematical Content ◽  
Technical High School ◽  
Recovery Program ◽  
Vocational Technical High School

ResumoO objetivo deste artigo, parte de uma tese em andamento, é apresentar possibilidades de ambientes de aprendizagem, com o uso de tecnologia e materiais personalizados aos alunos, quando detectadas defasagens no seu processo de aprendizagem nos conteúdos de matemática. A maioria dos alunos matriculados nos cursos Técnicos Profissionalizantes de Nível Médio, não conseguem frequentar as aulas de recuperação paralela ofertadas pelo IFSP de forma presencial e no contraturno, pela disponibilidade de horário, conforme preconiza a legislação em vigor. Sendo assim, a pesquisa em desenvolvimento consiste em adaptar a plataforma Moodle, já utilizada pelos alunos do IFSP, e desenvolver um programa de recuperação paralela para os alunos ingressantes dos cursos Técnicos Profissionalizantes de Nível Médio do IFSP, por meio do método de Ensino Híbrido na sua modalidade Flex, permitindo que os alunos, cumpram as atividades, personalizadas pelo professor, em seu próprio ritmo. A questão consiste em verificar se a proposta poderá ser adotada pela instituição após o conhecimento dos resultados obtidos. Palavras-chave: Ensino Híbrido; Recuperação Paralela; Ensino de Matemática.AbstractThe purpose of this article (which is part of an ongoing thesis) is to present possibilities for learning environments using technology and personalized materials to students when gaps in their learning process are detected in the mathematical content. Most students enrolled in the Vocational-Technical High School courses are unable to attend the parallel recovery classes offered by the IFSP in person and the evening, due to the availability of hours, as recommended by the legislation in force. Therefore, the research in development consists of adapting the Moodle platform, already used by IFSP students, and developing a parallel recovery program for students entering the IFSP Technical High School courses, using the Blended Learning method at its Flex mode allowing students to carry out activities personalized by the teacher at their own pace. The question is to verify if the proposal can be adopted by the institution after knowledge of the results obtained.Keywords: Blended Learning; Parallel Recovery; Mathematics Teaching. 

scholarly journals VOCATIONAL TECHNICAL HIGH SCHOOL TEACHERS’ BELIEFS TOWARDS ICT FOR THE 21ST CENTURY EDUCATION: INDONESIAN CONTEXT

2019 ◽  
Vol 77 (1) ◽  
pp. 22-38
Author(s):  
Amirul Mukminin ◽  
Akhmad Habibi ◽  
Muhaimin Muhaimin ◽  
Asrial Asrial ◽  
Eddy Haryanto ◽  
...  
Keyword(s):  
High School ◽  
Control Beliefs ◽  
Depth Information ◽  
Demographic Information ◽  
Technical High School ◽  
Vocational Technical Education ◽  
Teachers Beliefs ◽  
Information And Communication ◽  
Teacher's Beliefs ◽  
Vocational Technical High School

To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers’ beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers’ beliefs on the ICT and its integration in education and differences of the teachers’ beliefs between demographic information. Quantitatively, a survey was addressed to 765 respondents; the analysis was descriptive using mean, percentage, and standard deviation, as well as t-test and analysis of variance (ANOVA) for a difference between the demographic information namely genders, ages, and teaching experiences. Following the quantitative phase, interview was conducted with 10 teachers to get in-depth information through a thematic process. Findings suggest that the VTHS teacher’s beliefs on ICT and its integration in education mainly focused on 1) student engagement and effective learning, varied use of ICT regarding grades and content (behavioral beliefs); 2) needs of digital-age students and expectations of authorities, administrators, and colleagues (normative beliefs); 3) varied self-efficacy for using ICT in VTHSs, access to learning, access to ICT and human resource support (control beliefs). Keywords: beliefs, ICT, mix method, vocational technical education.

Sign in / Sign up

Export Citation Format

Share Document