SURVEY QUESTIONNAIRE

In this project, we sought to know and understand the perceptions of professors in computer education programs and computing concerning the use of Information and Communication Technologies (ICT) in order to propose communication-effective strategies that would promote the increased use of these tools through an interpretive study. For this, a mixed approach, based on surveys and semi-structured interviews with professors at Centro Universitario Ciénega, through which it was determined that some teachers continue to be reluctant to use ICT in their teaching practice. However, there is a large opening up toward the integration of ICT and agreement in stating that these tools comprise the teaching aids that the professor uses to manage the educational process in a different manner. Nonetheless, consideration of the use of technological tools in the classroom must derive from personal motivation and from recognition of the educational potential that they possess in the teaching-learning process, and not only for being on a par with the requirements of the current society. Strategies of awareness, motivation, and support by the Centro Universitario Ciénega and its academic departments are required for the effective integration of ICT in teaching.

Abstract . Technology assisted education was expanded in mid1980’s remarked by 1994 international conference on information technology in educational management in Jerusalem followed by the formation of working group (WG) 3.7 of International Federation for Information Processing(IFIP) . The book review contains five major topics related with technology in educational institution that presented at the 5 th international conference of the federation _IFIP by different scholars Finland in 2002 almost fifteen years back. At a time the result brought radical change to educational institution to move to current digital system even though it is difficult to infer the findings for today’s utilization. The book presented the case from the launch of the technology to that of providing the solution while implementation of the initiatives. The first topics explain ITEM (information technology in educational Management) integration into educational stream .Why ITEM integration, how we can adopt innovative lesson in to our existing system, and how a shift from technology to pedagogical system will be presented. Based on this, how decision making is achieved through data driven and what type of models does we use for such decision making is clearly presented. The next topic elaborates ICT for managing educational institutions. The importance of ICT a lesson study based experience countries in assuring such importance, how ICT affect the work of school principals, do technology act as actor or not and how to regulate system for academic involvement in the utilization of the technology were clearly discussed. The third topic elaborates the management of E-learning. In this session, several web based teaching learning initiatives development from the experience of the countries were dealt with. The fourth topics of the review ornamented ICT training for educational professional and the last session is deal with the result of the selected group among the IFIP.

Curriculum development processes Described as they have been so far in this book are essential resources in helping schools Achieve Reviews their goals. The other principal educational resource is teaching itself. The focus of this chapter is how the quality of teaching can be Achieved and maintained in a language program. W hereas the preceding chapters have Described some of the essential planning that is Involved in developing a language course, the pres-enis fra.pter seeks to examine the factors that are Involved in creating condi tions for good teaching t o take place. .Qu Ality teaching is achie ved not only as a consequence oi how well teachers teach buTthrough Contexts and creating work environments that can facilitate good teaching. The following issues will be Considered in this chapter:

This article aims to compare the perceptions of Brazilian and Portuguese teachers about the evaluation of teaching mediated by information and communication devices. It is a qualitative, explanatory study. The analysis of these responses considered six categories belonging to three dimensions created in the WebQDA qualitative analysis software and concludes that teachers still face institutonal and personal difficulties to insert the information and communication devices in teaching. It is also concluded that there is a strong need to research and discuss teacher assessment with teachers.

With the constant technological development and globalization of our world, many professions have to keep up with these changes. Teachers are ones of them. They take responsibility not only for themselves but also for their pupils as their main task is to prepare their students for an independent life. Consequently, teachers are to keep up with all the novelties including innovative methods of teaching and development of new skills.

Development of professional skills of non professional Teachers , 2022

This research was conducted with 12 advanced national diploma teachers who teach in schools in the Ambalangoda region of the Southern Province and to introduce the teaching methods necessary for the learning and teaching process, which included the preparation of lesson notes related to the learning and teaching process, and to provide basic training on the use of learning aids and teaching accordingly. The opportunity arose. A research period of 04 months was used for this. The problems identified through the retrospective were explored and planned and training programs were organized and implemented. The programs provided participants with live experiential training and online training. I think that by this, the school was able to produce a useful and cooperative teacher and to create the necessary platform for the learning and teaching process for the 12 teachers with advanced national diplomas.

Over the last few years, Electronic Learning use is becoming more widespread and successful in teaching female students in developing countries in general, and the Arabic world. This trend is seen especially with the introduction of new technologies for learning and teaching. As a result, the competent female teachers are the key for it's successful implementations, and they must have the sufficient knowledge and skills for the effective implementation of Electronic Learning. So, this study aims to evaluate, identify the practice, knowledge levels, and the efficiencient use of Electronic Learning by Yemeni female teachers at Al-Hodaidah city schools. Furthermore, it tried to determine whether there were differences in those female teachers' best practice and knowledge level due to the (Academic Specialization Type; Academic Qualifications; Educational Courses Attended Related to Electronic Learning). A questionnaire (40 items) containing four axises of Electronic Learning efficiencies (Computers Use Skills; Networks and Internet Use Skills; Knowledge of Electronic Learning Culture; Skills of Design and Managing the Curricular of Electronic Learning) was used. The sample consisted of (174) female teachers chosen randomly out of the study community. A descriptive approach was used, also SPSS program for data analyses. The study revealed a moderate level of practice, knowledge, and degree of efficiencies of Electronic Learning. The usage and knowledge level of the networks and internet use skills had the highest degree among all best practices, whereas the design and managing the Electronic Learning curricular skills got the least degree of all best practices. Additionally, there were no statistically significant variances and differences found due to the types of academic qualifications in the third and fourth axises. But there were statistically significant differences found due to the type of academic specialization, types of academic qualifications and attending training course related to Electronic Learning on all the axises.

The Development of a Modularised Curriculum for Computer Competency Courses for Technikon Learners, 2003

This dissedation is dedicated to all the people who care enough about education to evaluate and examine this work; to all those who cared enough to persistently encourage me to complete this research; and to the Lord, our Light and Salvation. The development of a rnodularised curriculum for computer competency courses for technikon learners Key words: action research, block module, enduser computing, experiential learning, integrative assessment, IT slo'lis/iteracy/competency. learningfieaching strategy, modularisation, outcomes-based education This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in ot...

Seminar Nasional Ilmu Pendidikan dan Multi Disiplin 3 (SNIPMD 3). ISBN: 978-623-6566-35-0, 2020

Pedagogic Competence is an educational science that teaches teachers to educate students as well as well, and a teacher must have. Communication is one of the many pedagogic competencies. Communication is a process carried out by a person or persons when conveying information. Educator communication with students has an important role in preparing and the learning process, therefore communication skills are one of the competencies that an educator must possess. An educator must master good communication applications so that the learning process takes place effectively. Teacher communication can lead to students' understanding of the subject matter delivered. The purpose of this study is to examine, see, describe and explain how the teacher's communication skills increase student motivation and to see that there is no effect of teacher communication skills on student learning satisfaction. This study uses a quantitative approach using descriptive analysis methods with analysis through the help of the Google application where this application is useful for analyzing questionnaires quickly and widely via a link that is brought to the research subject. From the research results obtained that the ability of teachers to develop positive attitudes in learning activities there are still teachers who are less sensitive to give proper appreciation for the beliefs made by students and there are still teachers who seem to differentiate students from other students, while the ability of teachers to prove flexible and open in learning activities that are not applied so that students do not understand the material being taught, as well as an increase in the increase in the ability of teachers to appear passionate and earnest in learning activities.