Teachers/instructors in the various universities or colleges and other institutions act as a cog in regulating students with the view of impacting and sharing knowledge on to them.
Educators may apply a variety of really effective and useful teaching methods that integrate technology into learning, such as blended learning, smart boards, cognitive-aids, virtual learning, etc. trying new innovative ways of reaching always help us decide to whether believe in them or not as efficient ways and to whether let our students use them or not on individual or group basis.
Educators may apply a variety of really effective and useful teaching methods that integrate technology into learning, such as blended learning, smart boards, cognitive-aids, virtual learning, etc. trying new innovative ways of reaching always help us decide to whether believe in them or not as efficient ways and to whether let our students use them or not on individual or group basis.
I'm unclear about your question. Are you asking if there is a connection between the amount of technology integration by teachers connected to the teacher sharing their beliefs about learning? Or do you mean that the amount of technology integration demonstrates that the teacher believes that technology is tied to improved learning or good for learning? I think that teachers add tools that they think are appropriate at the time that they are preparing and teaching specific content, based on their belief in a positive impact with that tool. I also think that the more tools a teacher has in their personal repertoire, technology tools included, the more easily they can provide strong connections for their students to learn.
I work as an educational therapist (dyslexia). As a special educator and as a dad of a teen with special needs, I use a lot of assistive and adaptive technology and I strongly believe that technology is the way out for kids with special needs. Before my current assignment, I have worked as a teacher in 0 tech environments (Sri Lanka), moderate tech environments (Maldives) and currently in tech-rich environments of Singapore. For me, this question sounds like it is trying to cover a few aspects which are related and not related at the same time! HOW OFTEN TEACHERS INTEGRATE TECHNOLOGY? It depends: a). availability of technology. b). the tech policy of the environment one works. c). what technology is being used and what the teacher is familiar with. (e.g. the school uses iPads and the teacher is not exposed to iOS technology). d). tech-fear: teacher does not want to get stuck in front of the students. e). teacher perception: 'I can do this without integrating technology. It's double work' [d). and e). are mainly relate to tech-immigrants - folks who started teaching before technology stepped into classrooms]. f). Time available for teachers to explore and learn (new) technology. The list can go on. My research suggest that all the above factors have got their own impacts on how one looks at technology! The second part of the question: 'THEIR BELIEFS ABOUT LEARNING' - this sounds too open for me! a). ABOUT LEARNING needs to be defined. b). learning without technology or learning with technology? c). Technology itself a loose term - it needs to be defined too: instructional? assistive? adaptive? ... etc., etc. d). teacher beliefs will vary according to the environment one works! If we narrow down these two aspects of the question then we can see whether there exist a connection between these two or not! Purely, this is my personal view.
If we read the Teaching Book 2030 By Barnett Berry, then Technology is one of the competencies that must be possessed by a teacher in learning, so there will be a very significant relationship
I am of the opinion that there is a natural dependence between the teacher's beliefs about learning and technology as a resource and facilitator of learning. Therefore, each teacher will appreciate how useful the technology is in achieving performance, and the function of the evaluator will decide when, how and how it will be used by technological applications.
In this modern era, embedding technology in teaching is part and parcel of every teacher and learner. When we talk about effective teaching and learning strategies in the classroom and outside, we cannot achieve any without relying on information technology in power-point presentations, access to learning materials, on-line tests,exams, lesson deliveries, discussions. E-library and independent learning to mention but a few. I doubt any teacher and learner who can function these days in education without embedding technology. It is important that all the teachers and learners as well as the institutions make good use of technology for effective and quality deliveries.
Hi Salifu Osman , me as a secondary teacher here in the philippines... we integrate technology in most of the lessons, not because Deped require us but we observed that the learner's learn a lot with technology integration plus the strategy that fits on it and at the same time we also acquire learnings in lesson preparation with the used of technology.
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