The culture of education

4 CLINICAL PARTICULARS 4.1 Therapeutic Indications Trimetazidine is indicated in adults as add-on therapy for the symptomatic treatment of patients with stable angina pectoris who are inadequately controlled by or intolerant to first-line antianginal therapies. 4.2 Posology and method of administration Oral administration. Posology The dose is one tablet of 35mg of trimetazidine twice daily during meals. Special populations Renal impairment In patients with moderate renal impairment (creatinine clearance [30-60] ml/min) (see sections 4.4 and 5.2), the recommended dose is 1 tablet of 35mg in the morning during breakfast. Elderly Elderly patients may have increased trimetazidine exposure due to age-related decrease in renal function (see section 5.2). In patients with moderate renal impairment (creatinine clearance [30-60] ml/min), the recommended dose is 1 tablet of 35mg in the morning during breakfast. Dose titration in elderly patients should be exercised with caution (see section 4.4). Health Products Regulatory Authority

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Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)

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Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, ''How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?'' Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers' classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers' own beliefs and attitudes about the relevance of technology to students' learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers' attitudes and beliefs.

Teacher beliefs and technology integration practices: A critical relationship

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers' gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N=727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.

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Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers' educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N=525). For measuring primary teachers' use of computers to support the leaching or learning process a modified version of the 'Class Use of Computers' scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.

https://biblio.ugent.be/publication/444938/file/6814213.pdf

The impact of primary school teachers' educational beliefs on the classroom use of computers

https://biblio.ugent.be/publication/444942/file/6814217.pdf

Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment targets and has clear implications on the nature of educational technology which is no longer dependent on teachers’ individual efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate the integration process of educational technology in general and the realization of technology curricula in particular. Technology coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy plan.

https://www.jstor.org/stable/pdfplus/40388648.pdf

Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools.

Teachers' beliefs are a crucial variable in studying teaching and teacher education. The concept of beliefs has a long history and can be defined as understandings, premises, or propositions that are felt to be true. Beliefs are considered to be stable and are clustered into belief systems that can be linked to a variety of processes, variables, and actors in instructional settings: mathematics beliefs, epistemological beliefs, beliefs about computers, beliefs about collaboration, etc. Preservice teachers enter teacher education with established belief systems about teaching. Successful teacher education should embrace a teacher education pedagogy that considers the central role of beliefs.

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Ruben Hermans

Papers

The impact of primary school teachers' educational beliefs on the classroom use of computers

Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools.

Taking Prospective Teachers’ Beliefs into Account in Teacher Education