scholarly journals Crossing boundaries: documentation of a teacher training course on design, robotics and coding

2020 ◽  
Vol 12 (1) ◽  
pp. 85-92
Author(s):  
Lorella Giannandrea ◽  
Francesca Gratani ◽  
Alessandra Renieri
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
New Approach ◽  
Training Course ◽  
Academic Cultures ◽  
Working Together ◽  
Online Teacher Training ◽  
Training Path ◽  
And Robotics

Abstract This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a different way to engage in meaningful teaching and learning activities in design, coding and robotics. The course was run in an Italian school during the lock-down period of the Covid-19 pandemics. The training path had the objective to make the participants work differently, acting both as researchers and as teachers in training. The research reported in this article examined if and how an online teacher training course could act as a third space between school and academic cultures to achieve a negotiation of pedagogical practices. Findings from the study, collected through pre-post questionnaires and open-ended discussions, highlight an improvement in knowledge related to coding and robotics. Moreover, during the course, teachers experienced a new approach to space-time dimensions, first-hand experimentation and a collaborative approach, leading to greater perceived confidence in their skills and competences.

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

scholarly journals Language Teaching in 3D Virtual Worlds with Machinima

2018 ◽  
Vol 8 (2) ◽  
pp. 20-38 ◽  
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

Language Teaching in 3D Virtual Worlds With Machinima

2019 ◽  
pp. 693-713
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

scholarly journals Exploring kindergarten teachers’ views on STEAM education and educational robotics: Dilemmas, possibilities, limitations

2021 ◽  
Vol 1 (2) ◽  
pp. 82-95
Author(s):  
Paraskevi Efstratiou Foti ◽  
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Educational Program ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Educational Robotics ◽  
The Third ◽  
Steam Education

This paper will refer to STEAM education, focusing first on clarifying the STEAM acronym and then on the principles on which this methodology is based. Suggested pedagogical practices that can be adopted to integrate STEAM education in the educational program will be presented, followed by a reference to the interdisciplinary approach of educational robotics and its introduction in kindergarten. The research part of this paper will include a survey conducted in kindergartens of Primary Education in the Third District of Athens. The research aimed to explore perceptions, possibilities, and limitations expressed by preschool teachers regarding STEAM methodology and the introduction of Educational Robotics in kindergarten. This research highlighted the need to implement innovative approaches and ensure teacher training, which should be strengthened and upgraded by incorporating STEAM pedagogy and new practices for teaching and learning.

scholarly journals Experiencing Pedagogical Practices with Digital Resources in The Teacher Training of English Teachers

RENOTE ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 497-506
Author(s):  
Ângela Musskopf ◽  
Débora Nice Ferrari Barbosa ◽  
Patrícia B. Scherer Bassani
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Proficiency Level ◽  
Information And Communication

This research deals with the inclusion of digital educational resources in an English teacher-training course and the possible benefit from the use of this in the improvement of the students’ proficiency level. For that, the researchers understood that it was necessary to study theories of second language learning and look for common principles between such theories and information and communication technologies (ICT). The use of the cartographic method to develop the research resulted in three categories of analyses: (a) the relation between SLL theories and ICT; (b) the relation between the students and ICT; and (c) the students’ proficiency level in English. The research generates products which can be used in the processes of teaching and learning in Basic Education, such as papers and a presentation.

scholarly journals Considerations for the Development of Computer-Assisted Language Learning (CALL) Teacher Training Course: A Practical Experience from a Call Course Development in Indonesia

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mokhamad Syaifudin ◽  
Henriette van Rensburg
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Teaching And Learning ◽  
Technology Training ◽  
Practical Experience ◽  
Open Educational Resources ◽  
Computer Assisted ◽  
Theoretical Understanding ◽  
Factors Affecting ◽  
Training Course

The need for technology training for teachers will keep on growing in line with the development of technology itself. Although technology nowadays is more and more user friendly and may need no specific training on how to use it, teachers need to possess the knowledge that underpins the idea of using it for teaching and learning process. Teachers need to have solid pedagogical knowledge on how to use the technology to deliver contents to their students. Therefore, a technology-training course for teachers is always necessary. This paper presents the partial results of a design based study/research (DBR) on the development of online technology training for teachers with focus on CALL in Indonesia. Questions regarding factors affecting online CALL course and ways to improve the course in terms of training materials, activities, as well as the administration of the training are addressed in the study. Based on the study, some considerations on how to design such technology-training course are proposed. The considerations are ranging from aspects associated with technology competence for teacher standards, constructivism in online learning, adult learning theory, online instructional models, the technology, pedagogy and content knowledge (TPACK) framework and open educational resources (OER). Information regarding those aspects will be useful to assist other CALL teacher training course developers later to inform their decision in the development of the course which is based on a good theoretical understanding as well as highly practical in learning activities

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