scholarly journals Should K-12 Teachers Develop Learning Objects?

10.28945/3134 ◽  
2007 ◽  
Author(s):  
Yavuz Akpinar ◽  
Huseyin Simsek
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Statistical Tests ◽  
Learning Objects ◽  
Learning Theories ◽  
Instructional Designers ◽  
Literacy Class ◽  
Teaching Learning ◽  
K 12

The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.

scholarly journals Laboratory Experiences for Prospective Science Teachers: A Meta-analytic Review of Issues and Concerns

2016 ◽  
Vol 12 (34) ◽  
pp. 235 ◽  
Author(s):  
Shashi Prabha
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Research Question ◽  
Relevant Literature ◽  
Analytic Review ◽  
The Status ◽  
Analytical Review ◽  
Teaching Learning ◽  
Laboratory Experiences ◽  
Prospective Science Teachers

Prospective science teachers need to be prepared for making laboratory experiences integral part of teaching-learning of science in order to facilitate students to nurture their natural curiosity. This can engage students towards acquiring proficiency in the processes that can lead them to inquiry and generation and validation of scientific knowledge. This study is guided by the research question, “what is the status of laboratory experiences for prospective teachers?” and “what is missing in prospective science teachers’ preparation programme in order to bring excellence in science education?” An attempt has been made to carry out a meta-analytical review of the relevant literature to address some of the issues and concerns for providing laboratory experiences to prospective science teachers. Major issues emerging from the review of literature in this area are– recognizing need and understanding objectives of laboratory work from pedagogical prospective; integrating it with theory and providing laboratory experiences infused with inquiry.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2017 ◽  
pp. 1476-1504
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 708-736
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 964-992
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 277-304 ◽  
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Using the Internet: Are Prospective Elementary Teachers Prepared to Teach with Technology?

2004 ◽  
Vol 10 (8) ◽  
pp. 410-415
Author(s):  
Maria Timmerman
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Prospective Teachers ◽  
Technology Use ◽  
The United States ◽  
Learning Theories ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Teacher Education Graduates ◽  
K 12

The 1998 International Society for Technology in Education (ISTE) survey on technology use in teacher education reported that one computer exists for every five students in K–12 schools in the United States. To be ready to enter these technological classrooms, prospective teachers need course experiences that incorporate educational technology for classroom teaching in meaningful ways. In teacher education programs, however, the task of integrating the use of educational technology with reform-oriented learning theories and pedagogy is not trivial (Niederhauser, Salem, and Fields 1999; Willis 1998). Different uses of educational technology lead to multiple views of learning, which affect how topics are taught and learned. Transforming curricula and pedagogy to take advantage of technology is a labor-intensive and time-consuming process. The Congressional Office of Technology Assessment (OTA 1995) reported that only 3 percent of teacher education graduates indicated they were “very well prepared” to teach with technology. More recently, the ISTE (1999) survey on technology use in teacher education documented that taking separate information technology courses had no significant effect on prospective teachers' integration of technology in teaching or their technological skills.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

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