Attitude of Teacher Educators Towards ICT


Book Description

The versatility of human ability to reduce a complex problem to a simple logically connected problem and then apply a computer to solve them has made their use widespread. UNESCO considered Information and Communication Technology (ICT) as "scientific, technological and engineering disciplines and the management techniques used in information handling and processing, their application, computers and their interaction with men and machines, and associated social, economical and cultural matters." Realizing the importance of Information Technology, the ICT education in India is being incorporated as a part of the academic curriculum in schools, colleges and universities. At the school level, basics of IT are focused with the aim of making its students computer literate. At the college and University levels, the study of applications of ICT in their disciplines is focused. The knowledge of ICT and its applications in the educational scene is an essential competency for today and future teachers. This makes us think about the input given to teacher trainees in the process of their preparation to work in actual situations. If something has to happen towards improving the situation.




Basic school teachers and the teaching of ICT. Attitude and competence level in Cape Coast Metropolis


Book Description

Master's Thesis from the year 2015 in the subject Pedagogy - School Pedagogics, University of Cape Coast, course: Master of Education (Information Technology), language: English, abstract: The general purpose of the study is to examine the attitude and competence level of basic school teachers in teaching ICT in Cape Coast Metropolis. In all 50 schools and 150 teachers were selected for the study. SPSS version 20.0 was the software used for the data analysis. The sampling technique that was used is stratified random sample. Frequency tables, t-test, pie charts, bar chats, mean and standard deviation were also used in presenting the data. The use of ICT has impacted to some extent on almost every facet of our daily activities. Students of today grow up with an array of technology, both at home and at school. Educators and governments have also devoted huge resources to the provision of technology in the learning environment. Despite the increase in ICT tools in Ghanaian basic schools, some teachers do not use them in their teaching.




Learning to Teach Using ICT in the Secondary School


Book Description

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject. The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include: Theories of learning and ICT Effective pedagogy for effective ICT Using the interactive whiteboard to support whole class dialogue Special needs and e-inclusion Literacy and new literaciesNEW Multi-play digital games and on-line virtual worldsNEW Mobile learningNEW e-Safety Supporting international citizenship through ICTNEW Linking home and school ICT tools for administration and monitoring pupil progressNEW Tools for professional development. Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.




Learning to Teach Using ICT in the Secondary School


Book Description

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject. The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include: Theories of learning and ICT Effective pedagogy for effective ICT Using the interactive whiteboard to support whole class dialogue Special needs and e-inclusion Literacy and new literaciesNEW Multi-play digital games and on-line virtual worldsNEW Mobile learningNEW e-Safety Supporting international citizenship through ICTNEW Linking home and school ICT tools for administration and monitoring pupil progressNEW Tools for professional development. Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.




Harvest of research outcomes to confirm achievement of the millennium development goals


Book Description

In 2000, the leaders of member states of the United Nations adopted the Millennium Declaration, which set out a series of clear commitments, goals and targets to achieve Human Development. These ambitious goals were subsequently refined into eight Millennium Development Goals (MDGs), designed to provide a framework for accountability, donor coordination and resource mobilization. The MDGs are: Eradicate extreme poverty and hunger; achieve universal primary education; promote gender equality and empower women; reduce child mortality; improve maternal health; combat HIV/AIDS, malaria and other diseases; ensure environmental sustainability; and develop a global partnership for development. The first seven of these Goals are concerned with outcomes, identifying the progress towards certain standards of human well-being and decent living which should be achieved globally and nationally by 2015. The eighth Goal is concerned with relationships, identifying various aspects of a “global partnership for development” which must be forged to support the realization of these poverty reduction, human development and environmental sustainability standards. The MDGs provide opportunities to start working from real-life development problems. Addressing these problems requires multidisciplinary approaches that combine the natural sciences, the life sciences and technical approaches with social-science approaches. The challenge is to integrate social, economic, political and institutional concerns into research strategy. To be able to achieve this, there is a need to establish a linking pin between research, policy and practice in Nigeria. The aim of such a linking pin would be to synthesize research outcomes on specific MDGrelated topics and to translate these into implications for policy – and decision – making through easily accessible gathering where individual stakeholders can air their views. The articles contained in this book address research outcomes from stakeholders (Sociologists, Economists, Agronomists, Agricultural Engineers, Civil Engineers, Environmental Scientists and Engineers, Geographers, Geologists, Microbiologists, Medical Practitioners, Policy Makers, Educationists, etc.) to confirm achievement of Millennium Development Goals in Nigeria and other neighboring countries.




Learning to Teach History in the Secondary School


Book Description

In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. This is the third edition of a textbook that has established itself as the leading text for student teachers of history. It has been thoroughly updated, with a revised chapter on the use of ICT in history teaching and major new sections in the areas of inclusion, resources, assessment and professional development. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources. A range of tasks enable students to put their learning into practice in the classroom. The book also provides reference and access to a wide range of recent and relevant research in the field of history education, which will be of use to student teachers pursuing courses that have a Masters Level component. In all, it is an invaluable resource for student and beginning history teachers.




Education in Troubled Times


Book Description

This volume presents a scholarly conversation about education in troubled times across different temporal and spatial contexts. The concept of troubled times in this book refers to situations of serious challenges or crises that affect the practice of education at community, national and global levels. It examines how education operates across a wide range of challenging circumstances, from the COVID-19 pandemic, political manipulations, and the neoliberal economy to conflict and post-conflict situations. The volume also considers the measures national governments should take to contain and mitigate their effects, and how effective these measures are in curbing such challenges. By addressing these questions, it also suggests ways to overcome the identified challenges and crises in their respective contexts.




Learning to Teach Using ICT in the Secondary School


Book Description

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.




Harrod's Librarians' Glossary


Book Description

**** A standard reference since 1938, cited in BCL3 and Sheehy. The present edition sports a new subtitle to reflect the changing emphases of the information world. It also improves coverage in fields where previous editions were less than adequate, including archive work, records management, conservation and preservation, networking and computer terminology, and gives greater depth to the international perspective by inviting contributions from the US, Australia, and Japan. Distributed by Ashgate. Annotation copyright by Book News, Inc., Portland, OR