Is there an online instrument for quick assessment of teacher ability to teach online?
It should “produce” quick results on:
basic ability of using the apps (mic. teams, classroom, zoom, goog. meet…);
best online teaching method(s) and,
best online student assessing approach (or tool).
It’s about teachers working with students with poor academic performance.
Dear Bujar. Very much take your point about the immense variability globally, and indeed with cohorts nationally.
And I agree with the desirability of understanding the level and nature of the teacher readiness.
But in identifying that readiness traditionally the propensity has been to measure the mechanical competencies on a scale identified by the 'ICT experts'.
We suggest the focus should in the first instance be on the teacher's shaping mindset, the thinking that shapes their use of the digital, and then on the traits and proficiencies the teachers bring to the workplace.
We contend that most teachers in their personal lives shape their everyday use of and learning with the digital with a digital mindset.
As too do the digitally connected young.
We/they expect to connect the moment desired, to use our suite of personal technologies as we want, learning what we want, how and when we want.
Would that be so with most of your teachers - and a sizeable proportion of your young ones?
However within the formal school setting - with schools globally still largely using the model of schooling standardised around 1920 in the Western world - teachers, school heads and education authorities still employ an analogue mindset.
Kind regards
Mal
Hello Mr. Bujar Adili ..We used the Classroom and Zoom platform, and I personally think that every think is difficult in the first , I hope that the experience will be more experienced in the future. Thanks
Dear Huda Al Saad , what should we do with students with poor achievement, how to asses it... any experience? Thanks!
Dear Abdulrazzaq Oudah Alghaliby
, I honestly thank You for the suggestions. Best regards!
I hope the Way of create and share thorough various Software's (ICT Tools) to deliver online lectures. Bujar Adili
I think that you want to measure the teachers' IT competency.
If so, you should firstly find any Teacher IT Competency Scale.
If not, any teaching competency scale and IT competency scale should be combined and modified into IT competency scale for teachers.
By using this scale, you can survey and measure what you wish.
This way may be more suitable than practical tests.
I think it is difficult to measure or evaluate a teacher's performance
Yar Zar Chit yes, that's exactly what I'm asking for: a simple instrument - scale or questionnaire specific for teacher IT competence. I hope you read the last sentence of my question. We are interested in how teachers (in the Western Balkans) deal with the online teaching challenge? Thanks!
Through the mastery of visual platforms and combination of online resources.
Something that I have been pondering about too. I would split it into skills and Competencies. IT skills would mean the use of hardware and software tools and IT competency would mean teaching effectiveness and learning engagement.
This is going to appear to radical but in our forthcoming book for ACER Press, Digital Teacher, Digital Mindsets, we contend that every teacher, K-12, in every area of learning needs too be a digital teacher, normalising the use of the digital in their teaching, but critically shaping their teaching with a digital mindset.
Most all the world's teachers have in 2020 normalised the use of the digital in their personal lives, and shape those lives - often unwittingly - with a digital mindset.
Soo too have the world's digitally connected young.
The Christchurch (NZ) post COVID study of 150 schools found 93.7% of the family homes had the requisite connectivity and technology.
That is the kind of cohort all teachers are teaching across the developed and increasingly the developing world.
Dear Mal Lee , congratulations ( Digital Teacher, Digital Mindsets)! I must remind you the study in New Zealand can't match my country's (North Macedonia, 2 million inhb.) reality with 40 000 students having no access to internet or lack of requisites. I'm aware you might be surprised by this kind of question but we firstly must find out the teachers' preparedness for digitalized teaching. As mister Yar Zar Chit highlighted, we need a scale or smth. like that for measuring the teachers IT competence.
Dear Bujar. Very much take your point about the immense variability globally, and indeed with cohorts nationally.
And I agree with the desirability of understanding the level and nature of the teacher readiness.
But in identifying that readiness traditionally the propensity has been to measure the mechanical competencies on a scale identified by the 'ICT experts'.
We suggest the focus should in the first instance be on the teacher's shaping mindset, the thinking that shapes their use of the digital, and then on the traits and proficiencies the teachers bring to the workplace.
We contend that most teachers in their personal lives shape their everyday use of and learning with the digital with a digital mindset.
As too do the digitally connected young.
We/they expect to connect the moment desired, to use our suite of personal technologies as we want, learning what we want, how and when we want.
Would that be so with most of your teachers - and a sizeable proportion of your young ones?
However within the formal school setting - with schools globally still largely using the model of schooling standardised around 1920 in the Western world - teachers, school heads and education authorities still employ an analogue mindset.
Kind regards
Mal
Further examination of the results is required to determine why highly rated teaching ... online teaching and learning, teaching competencies, distance learning, ... online instruction, faculty needs to be adequately trained to effectively teach
Dear Bujar Adili , this is a good question, but it may not be valid to apply the scale and model developed in such different situations. I think the current situation at COVID-19 has clearly revealed social inequalities in the world. Especially in education, where in the same country we have schools very well equipped with resources and schools without adequate infrastructure, but even so, teachers are adapting. Some achieved a better result, as they already had some previous experience with technological resources for others, not even because they had no previous experience. I think that maybe based on other studies you need to propose and create a school that is appropriate to the context in which you find yourself. In a study carried out in two contexts, a Brazilian and a Portuguese, the teachers responded differently. So in more different contexts the scales would need to be adapted to reality. Certainly you know your context well and you can propose a better digital competence for example. I agree with Abdulrazzaq Oudah Alghaliby
, Huda Al Saad , G. Stephen , Yar Zar Chit , Yousif Yaqoob Yousif ,Alaa Ali
, Ahmed Hasan , Wilmer Lopez , Sudha Srinivasan , Mal Lee previous comments.Article Teachers' pedagogical strategies for integrating multimedia ...
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Areas of competence important for teaching at a distance include :
Lessons Planning and organization
Verbal and nonverbal presentation skills
Collaborative teamwork
Questioning strategies
Subject matter expertise
Involving students and coordinating their activities at field sites
Knowledge of basic learning theory
Knowledge of the distance learning field
Design of study guides
Graphic design and visual thinking.
These skills and competencies help build rapport between the teacher and student, vital to effective learning and motivation. Principles that were successful in the traditional classroom “must now be modified to facilitate effective online learning.
In order to provide high-quality instruction in online learning, online Lessons Teachers should hold a certain set of beliefs about learning. Many students in the 21st century don’t think of technology as something separate from daily life, and perhaps online learning should not be thought of as separate from the teaching and learning that goes on in schools every day.
Four core competencies online teachers should enhance through professional development are provided below:
1. Teachers must develop heightened communication skills, particularly in written communication. In many programs, teachers and students are communicating primarily through email, discussion board postings, and other texts; therefore teachers must “recognize the tone of their writing and pay attention to the nuances of words.”
2. In asynchronous programs, time management skills are critical for teachers (and students) because they can be online at any time.
3. In synchronous programs, teacher planning is an issue as lectures must have a multimedia component that requires much more planning for than is usual for traditional classrooms.
4. If teachers have students with disabilities, they must know how to adapt lesson content and instruction to meet these students’ needs. Reaching visually impaired, hearing impaired, or learning-disabled students online can be quite different than in a physical classroom.
Many teacher competencies apply to both face-to-face and online teaching. However, for those teaching online, a professional development plan should incorporate needed online learning skills.
Dear Mal Lee , thank you, I appreciate your "teacher digital and analogue mindset" term.
Kind regards
Bujar
Dear Agnaldo Arroio , thanks for suggestions and especially for the articles with significant scientific insights.
Kind regards,
Bujar
Dear Ibraheem Kadhom Faroun , very good clarification. thanks!
Kind regards
Bujar
pedagogical skills, content skills, technological skills, management skills and instructional skills should be taken into consideration while measuring the teacher IT competence for online teaching.
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