Faculty Training Strategies to Enhance Pedagogy-Technology Integration

One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.

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Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i4.1952 ◽

2015 ◽

Vol 16 (4) ◽

Cited By ~ 3

Author(s):

Tom H Brown

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Learning Theories ◽

Learning Approaches ◽

Policy Makers ◽

Teaching And Learning Strategies ◽

The Impact ◽

The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly & Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead” addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general. Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se. In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms. In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006). We need a fresh approach and new skills to survive the revolution ahead. We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

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Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom

Journal of Educational Computing Research ◽

10.2190/2gmu-ag3t-q3cc-ge5d ◽

2005 ◽

Vol 32 (4) ◽

pp. 353-365 ◽

Cited By ~ 5

Author(s):

Karen Swan ◽

Annette Kratcoski ◽

Pat Mazzer ◽

Jason Schenker

Keyword(s):

Professional Development ◽

Technology Integration ◽

Ubiquitous Computing ◽

Teaching And Learning ◽

Development Program ◽

Learning Opportunities ◽

Classroom Teachers ◽

Computing Environments ◽

Ubiquitous Computing Environments ◽

Regular Practice

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.

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THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

Online Learning ◽

10.24059/olj.v13i2.1671 ◽

2019 ◽

Vol 13 (2) ◽

Cited By ~ 1

Author(s):

Norma I. Scagnoli ◽

Lydia P. Buki ◽

Scott D. Johnson

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Teaching Style ◽

Educational Practice ◽

Teaching Experience ◽

Faculty Training ◽

Pedagogical Practices ◽

Online Environment ◽

Pedagogical Strategies ◽

Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

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A percorrer o caminho da transformação (digital) na escola... o professor como agente de mudança!

REVISTA INTERSABERES ◽

10.22169/ri.v14i31.1503 ◽

2019 ◽

Vol 14 (31) ◽

pp. 96-108

Author(s):

Joana Viana ◽

Conceição Coelho

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

Digital Technologies ◽

Pedagogical Practices ◽

Strategic Approach ◽

Palabras Clave ◽

Teaching And Learning Strategies ◽

Teachers And Students ◽

Innovative Learning ◽

Information And Communication

RESUMO Assente na ideia do professor como agente transformador, apresenta-se a abordagem estratégica adotada numa escola EB1 com jardim de infância, com vista à promoção do uso das tecnologias digitais como enriquecimento das estratégias de ensino e de aprendizagem, por iniciativa de uma das professoras em resposta às fracas condições existentes na escola para que tal fosse possível com a naturalidade esperada. Foi criado o laboratório TIC, reunindo-se os recursos tecnológicos existentes na escola e criando-se diferentes ambientes de trabalho (à semelhança das “salas de aula do futuro”), onde são desenvolvidos projetos, articulados transversalmente com o currículo, e se promove o desenvolvimento de competências em TIC e de competências transversais. Professores e alunos da escola reconhecem que as atividades realizadas no laboratório TIC têm constituído experiências de aprendizagem enriquecedoras e significativas, que permitem aprofundar os conhecimentos adquiridos e desenvolver competências, como ilustram os resultados preliminares que se apresentam neste texto. Palavras-Chave: Tecnologias digitais. Professores. Práticas pedagógicas. Ambientes educativos inovadores. ABSTRACT Based on the idea of the teacher as an agent of transformation, we present the strategic approach used in one primary school with kindergarten, with the purpose of promoting the use of digital technologies as an enrichment of the teaching and learning strategies, under the initiative of one of the teachers in response to the weak conditions in the school so that it would become possible with the expected naturality. An ICT (Information and Communication Technology) laboratory was created. Through gathering all the school’s technological resources and providing different work environments (similarly to the “classrooms of the future”), projects -transversally articulated with the curriculum - are developed, and ICT and transversal skills are promoted. School teachers and students recognize that the activities performed in the ICT lab have been enriching and meaningful learning activities, which allow the deepening of acquired knowledge and the development of skills, as illustrated by the preliminary results presented in this text. Keywords: Digital technologies. Teachers, Pedagogical Practices. Innovative learning environments. RESUMEN Basado en la idea del profesor como agente transformador, se presenta el enfoque estratégico adoptado en una escuela de primaria con educación infantil, con el propósito de promover el uso de las tecnologías digitales como enriquecimiento de las estrategias de enseñanza y de aprendizaje, por iniciativa de una de las profesoras en respuesta a las débiles condiciones existentes en la escuela para que fuera posible con la naturalidad esperada. Se creó el laboratorio TIC (Tecnología de la Información y la Comunicación), reuniendo todos los recursos tecnológicos existentes en la escuela y creando diferentes ambientes de trabajo (a semejanza de las "aulas del futuro"), donde se desarrollan proyectos, articulados transversalmente con el currículo, y se promueve el desarrollo de competencias en TIC y de competencias transversales. Los profesores y alumnos de la escuela reconocen que las actividades realizadas en el laboratorio TIC han sido experiencias de aprendizaje enriquecedoras y significativas, que han permitido profundizar los conocimientos adquiridos y desarrollar competencias, como ilustran los resultados preliminares que se presentan en este texto. Palabras Clave: Tecnologías digitales. Profesores. Prácticas pedagógicas. Entornos educativos innovadores. DOI: http://dx.doi.org/10.22169/revint.v14i31.1503

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MODELLING DOMINANT LANGUAGE PEDAGOGICAL PRACTICES TO IMMERSE ARABIC LEARNERS

ARABIYAT Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban ◽

10.15408/a.v8i1.20689 ◽

2021 ◽

Vol 8 (1) ◽

pp. 1-16

Author(s):

Saheed Ahmad Rufai

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Successful Outcome ◽

The European Union ◽

Dominant Language ◽

Pedagogical Models ◽

European Task ◽

Ultimate Purpose

The achievements of language pedagogical models have been studied through the use of input-output models. While teaching and learning programmes are the input, learners’ achievements are the output. However, some specific models have been found to be more effective and evaluated more than others. It is noted that of all the components of language pedagogical models, the specific language learning strategies employed have received less attention. This study evaluates four dominant language pedagogical models namely the Alliance Francaise Model (for French), the Goethe Institut Model (for German), Instituto Cervantes Model (for Spanish), and the model the European-funded Pan-European Task-based Activities in Language Learning (PETALL) project which is co-funded by the Lifelong Learning Programme of the European Union. Consequently, the strengths identified are reformulated as principles guiding best language pedagogical practices and translated into curriculum conceptual and design framework for a proposed and tentatively tagged, “The Arabic World”. The ultimate purpose wass to replicate some of such successful outcome-based dominant language pedagogical practices in the context of Modern Standard Arabic.

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Education for Sustainability

Learning and Teaching ◽

10.7459/lt/9.1.02 ◽

2020 ◽

Vol 9 (1) ◽

pp. 5-23

Author(s):

Megan Richardson

Keyword(s):

Learning Strategies ◽

Classroom Environment ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Education For Sustainability ◽

Teacher Preparedness ◽

Controversial Issues ◽

Teaching And Learning Strategies ◽

Approach To Teaching ◽

Pre Service Teacher

This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is critical to encourage and support teachers in implementing meaningful and transformative EfS practices into their teaching It is widely recognised that establishing a democratic classroom environment and taking a student-centred constructivist approach to teaching and learning strategies, including the cooperative learning, questioning, discussion and an inquiry-based learning model, are the best suited processes and pedagogical practices for EfS.

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Active Learning Strategies for Online and Blended Learning Environments

Flipped Instruction ◽

10.4018/978-1-5225-1803-7.ch006 ◽

2017 ◽

pp. 88-114 ◽

Cited By ~ 2

Author(s):

Cynthia Cummings ◽

Diane Mason ◽

Kaye Shelton ◽

Katie Baur

Keyword(s):

Active Learning ◽

Learning Environments ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Student Centered ◽

Skill Sets ◽

Learner Centered ◽

Use Of Technology ◽

Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

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Active Learning Strategies for Online and Blended Learning Environments

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch004 ◽

2015 ◽

pp. 58-82 ◽

Cited By ~ 3

Author(s):

Cynthia Cummings ◽

Diane Mason ◽

Kaye Shelton ◽

Katie Baur

Keyword(s):

Active Learning ◽

Learning Environments ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Student Centered ◽

Skill Sets ◽

Learner Centered ◽

Use Of Technology ◽

Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

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Pedagogical Practices of Accounting Departments Addressing AACSB Technology Requirements

Issues in Accounting Education ◽

10.2308/issues-19-082 ◽

2021 ◽

Author(s):

Sumantra Sarkar ◽

Scott R. Boss ◽

Joy Gray

Keyword(s):

Technology Integration ◽

Data Analytics ◽

Faculty Training ◽

Pedagogical Practices ◽

Educational Institutions ◽

Technology Skills ◽

Accounting Faculty ◽

Accounting Curriculum ◽

Qualitative Feedback ◽

Quantitative Results

Technology skills are essential for accounting professionals and should be equally important in the accounting curricula. Educational institutions measure technology-related curricular innovations in part through compliance with AACSB Standard A5. We investigate how institutions are preparing for accreditation review as it relates to technology in accounting curriculum by surveying AIS educators from 85 universities and examining efforts to meet the AACSB Standard A5 accreditation requirements. Quantitative results suggest that most institutions feel they are prepared but also contain some contradictory information that, when combined with qualitative feedback, raises questions about the degree of progress in technology integration. Common issues include a widespread lack of increased faculty training, an over-reliance on AIS classes to meet accreditation standards, and the inclusion of basic spreadsheet and visualization skills as "technology" or "data analytics." We provide a suggested pathway to improve accounting pedagogy as it relates to technology through phased curricular changes and issue a call for administrators to support increased accounting faculty technology training.

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