Open AccessJournal Article
Supporting Smart School Teachers' Continuing Professional Development in and through ICT: A model for change
TLDR
In this article, an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement is proposed to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT.Abstract:
The general assumption that once the hardware is introduced in schools, ICT integration will automatically follow is not necessary true. Teachers need to be supported and factors responsible for teachers’ failure to integrate ICT into the classrooms identified and rectified. The paper proposes an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement (Hopkins et al 1996). The ultimate goal is to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT. This concept paper provides the background, rationale, framework and the methodology of this research project.read more
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Blended Learning Innovations: Leadership and Change in One Australian Institution.
TL;DR: In this paper, the authors report on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally.
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Creating and Maintaining Online Communities of Practice in Malaysian Smart Schools: Challenging Realities
TL;DR: In this article, the authors describe an educational community of practice (CoP) as a group of professionals who share a passionate concern for practice-based issues and who voluntarily choose to deepen their knowledge, understanding and skills through collaborative and critical dialogue.
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A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People
TL;DR: The findings suggest that ICT-aided applications can bring positive changes for VI people and advance several issues that should be addressed and further developed, collaboratively, to spread awareness and invoke new policies aimed to improve the quality of life of VI people.
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Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia
TL;DR: In this article, the authors examined the opportunities and challenges faced by one of the private higher education institution group in Malaysia that implementing the Technological, Pedagogical, and Content Knowledge (TPACK) model in their teaching and learning processes.
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
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Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
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Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration
TL;DR: The relationship between first- and second-order barriers is discussed and specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration are described.
Journal Article
What Is Technological Pedagogical Content Knowledge
Matthew J. Koehler,Punya Mishra +1 more
TL;DR: The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology, which produces the types of flexible knowledge needed to successfully integrate technology use into teaching.