Training Teachers to Use Computers in Third World Schools

ABSTRACT

This paper draws on research on the use of computers in Third World schools undertaken with the help of a grant from the Harold Macmillan Trust and the assistance of teachers and others in 23 Third World countries. In it we stress tfft importance of training all staff concerned in the introduction of computers into Third World schools, including the policy makers. We discuss training in the early days of introducing the innovation, and how a training cascade may or may not help. We examine the link between motivation to be trained and the prospect of leading change. We point out the virtues of teachers learning about computers in private and the need for software evaluation criteria for teachers to use. We look briefly at the links between training, the curriculum and assessment and at the training of programmers and technicians. We conclude that policy makers need to share with school principals, teachers, teacher educators and computer education specialists or consultants the task of reframing policy while reliable understanding of the state of the innovation emerges and the innovating group matures as a training resource in its own right     

Training Teachers to Use Food to Teach Science

ABSTRACT:  In January 2006, every science department chair in U.S. public, private, and parochial high schools received information on food science, including a DVD, poster, and experiment guide developed by the Institute of Food Technologists (IFT), IFT Foundation, and Discovery Education. To promote the experiments and to encourage implementation of the program's components in secondary schools, the IFT K-12 Career Guidance Committee presented a teacher training session at the national IFT Annual Meeting + Food EXPO® in Orlando, Florida, on Monday, June 26, 2006. Twenty Orlando-area science teachers were treated to 3 h of activities, during which they performed and learned how to teach 3 experiments from the areas of physics, chemistry, and biology, demonstrated by the committee. In addition, to extend the effects of the session beyond the Orlando area, IFT member Food Science Ambassadors were invited to the training session so that they could become proficient in demonstrating the experiments, and to equip them with the knowledge to host a training session in their own geographical area in the future. Fifteen Food Science Ambassadors attended the session. After lab time, K-12 Career Guidance Committee members and IFT Student Association (IFTSA) chapter presidents led small groups of teachers on tours of the EXPO floor to learn more about how science is applied in the food industry.     

Teachers and Computers for Secondary Mathematics

In the first stage of a three-year study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire was developed and administered to teachers of students in grades 7–10 in a representative sample of co-educational post-primary schools in Victoria, Australia. Using open and closed response formats, the information sought included data on the teachers' professional backgrounds, computer ownership and use, and their beliefs and practices in using computers for the teaching of mathematics. In this article, findings related to ownership, professional development, perceptions of technological skills, beliefs about the efficacy of computer use in mathematics, and data on how teachers are using computers for teaching secondary mathematics are presented and discussed.     

Computers and Writing Process Instruction

No abstract available for this article.     

Preparing Preservice Teachers to Use an Interdisciplinary Approach to Science and Language Arts Instruction

Journal of Science Teacher Education -     

How to Use Computers

<正>Computers are becoming more and more useful in our everyday life.It’s very important for us to learn how to use the computer.Now,I’ll give you some advices①about using computers.First,the Internet is playing an important part in our life.On the Internet,we can learn news both at home and abroad.We can also send messages by e-mail,read all kinds of books     

新疆高校图书馆为双语教师培训服务的长效机制探析

文章从分析新疆高校图书馆为双语教师培训服务的现状入手,提出如何建立新疆高校图书馆为双语教师培训的长效服务机制,为双语教师培训服务及双语教育发展提供优质高效的信息服务.     

Contributions and Limitations in the Use of Computers in Counselor Training

This article examines the role of computer technology in counselor preparation. Three aspects of counselor training—acquisition of facts and theory, development of specific skills, and personal and professional development—are discussed in terms of the potential contributions and limitations of computers in training efforts.     

Teaching Teachers about Computers

Abstract

Currently in the United Kingdom there are several major initiatives to encourage the development of information and communications technology (ICT) in schools. However, in the past many significant educational innovations have resulted in disappointing outcomes and limited curriculum change. This article presents a three-phase model that offers guidance on how to facilitate effective curriculum change, particularly in the field of ICT. The model was derived from analysing six contrasting case studies of departmental ICT within a particular secondary school (ages 12-16 years). The article discusses the main issues identified within the case studies that led to the formulation of the model. ‘Issue trees’ were devised as a system for hierarchically grouping and presenting the factors that encouraged and discouraged ICT development across the various departments. Important aspects of the model include: gaining a firm innovative decision from a department, selling the pedagogic benefits of the innovation, the willingness of staff to undergo professional development (particularly pedagogic development), clear and positive communication channels that facilitate responsive management, and a methodical development cycle. The model has proved a useful tool for securing the effective integration of ICT into the curriculum, i.e. teachers effectively deliver appropriate ICT activities which have been adopted by the whole department and integrated into subject work schemes.     

柔性管理：导学引思促教学

教学管理目标责任制的实现依赖于教师发展目标的实现。教学管理要建立引导教师发展的模式。建立刚性的制度,规定一些需要完成的任务来进行教学管理。往往效果不佳。鉴于此,要将学习、思考和教学提高变为教师的自主需要,避免教师为完成任务而应付教学管理。要使教学管理变为促进教师成长、提高教学质量的有效手段。     

Comparing Computer-Assisted Instruction and Traditional Instruction for Preparing Regular Teachers to Serve Students with Disabilities

No abstract available for this article.     

围绕教学对象进行教学设计——教师培训中的教学设计探讨

对现任教师进行现代教育技术培训是我们建设２１世纪现代教育体系的一项重要的工作。教师现代教育技术培训是一项比较特殊的教学任务，培训内容要切合教学实际，教学手段要先进，要求有很高的培训效率。在培训的过程中既要让教师对信息时代教育的新模式有一定的了解，又要使教师具有较高的操作技能。所以，在教学的实施过程中一定要围绕“教师”这个特定的教学对象来选择教学内容，确定教学策略和教学方法。一、教学对象和教学环境的分析首先，我们面对的教学对象是教师而不是学生，我们来分析一下教学对象的特征。教师培训的不利因素：（１…     

Training Teachers to Use the Behavioural Approach to Classroom Management: a review

A review is presented of the various attempts to devise courses to train teachers in the behavioural approach to classroom management. The early American studies and later British Studies are reviewed separately. The final section considers criticisms of the previous courses and brings together suggestions for an improved training model.     

计算机在体育教学中的应用与探讨

运用计算机辅助教学以其显著的优势为体育教学开拓了新天地,它通过化动为静,化抽象为具体,化难为易等多种电教教学方法,向学生展示教学情境,呈现思维过程,为体育教师排忧解难,提供参考数据,更好地服务了教学这一中心工作.     

Using Technology to Assist in Realizing Effective Learning and Instruction: A Principled Approach to the Use of Computers in Collaborative Learning

This article describes a principled approach to the design of computer-based tools for use in collaborative instruction. We argue that a project should progress through four steps: (a) making explicit the instructional requirements that serve as design goals for the project; (b) performing a detailed study of current educational practice with regard to these goals; (c) developing a specification based on the identified requirements/limitations of the instructional setting and the known capabilities of the technology; and (d) producing an implementation that allows for local adaptation to instructional practice. We propose six principles of effective learning and instruction, which we view to be the critical features of learning in complex and ill-structured fields. Next, a detailed case study is presented based on the preclinical training given to medical students in the first 2 years of medical school. The problems of providing adequate instruction in the preclinical years are described, as is an instructional method known as problem-based learning (PBL) that has been introduced to redress some of these problems. The product of this design process is a set of specifications for technical augmentations that we believe will serve not only the needs of PBL but also those of other methods of instruction that depend on collaborative, case-based, or student-centered learning.     

对教师支架类型体系的理论探索

只有从一种新的教学理念的视野出发，我们才能真正认识支架式教学的本质，并在此基础上探索教师可以利用的支架类型体系，从而推动教学实践的发展。     

对教师支架类型体系的理论探索

只有从一种新的教学理念的视野出发,我们才能真正认识支架式教学的本质,并在此基础上探索教师可以利用的支架类型体系,从而推动教学实践的发展。