You are right in that only under the conditions of state support it is possible to develop the technical knowledge of teachers en masse. But there is another question: do all teachers have the physical capabilities and time to use this knowledge and skills in practice?

Olga Dudar This is also what i have been thinking about. However, I do think that teachers should take their responsibilities to learn. Otherwise, why they have to choose this profession?

Wenyang Wei You are partly right, but the pressure on teachers is growing out of proportion to their pay. For example, during the quarantine, teachers had to prepare presentations and distribute them in a way that was convenient for students. It was necessary to choose tasks that students could cope with well. Teachers also selected didactic videos or created their own. Therefore, the teacher must develop in the field of his teaching subject, and from the teaching methodology, and master digital technologies.

Olga Dudar I can relate to what you said because I did several internships before, during, and after the pandemic. However, what I found was that 99% of teachers, based on my personal experience, lack some sort of expertise in technology, even in school settings, whether in private institutions or public ones. What bothered me the most was that they didn't even realise the importance of being digitally literate. Although there is a relevant policy for them to refer to, they still need to align their identity with the notion of using technology, which is crucial because teachers are the backbone of digital education.

Wenyang Wei Of course, teachers should improve their digital skills. But the state must provide conditions for this.

Olga Dudar I do agree that every state should provide teachers with what they need. However, how? HOW to provide such a support is a question. Also, I would like to ask, who should examine the level of support to teachers?

Tech-know-logical enlightenment and the lack of it does not only concern the teaching profession. At the moment, bad pedagogics goes electronic. So, it is a double challege: advancing the professional level of pedagogical science and working for tech-know-logical enlightenment. In this sense, Comenius was groudbreaking, but never noticed accordingly.

There are a few key reasons why many teachers still lack sufficient technological knowledge in 2023:

1. Lack of quality training: Many teachers have not received high-quality, ongoing training on how to effectively incorporate technology into their teaching. One-off tech workshops are not enough. Teachers need hands-on, specific training on the tools and platforms they are expected to use, with opportunities to practice and apply what they learn.

2. Lack of time and incentives: Learning to use technology effectively is time-consuming. Most teachers have very full plates already and lack time in their schedules for tech training. There are also limited incentives or accountability measures pushing them to prioritize this.

3. Access issues: Some schools still lack reliable, up-to-date technology resources and infrastructure. Issues like outdated devices, spotty internet connectivity, and lack of tech support make it hard for teachers to integrate tech.

4. Attitudinal barriers: Some veteran teachers may be resistant to learning new technologies and changing their teaching methods. Without proper encouragement and support, these attitudinal barriers persist.

There are a few policies and strategies that could help address these issues:

1. Dedicated tech training time: Schools can provide stipends for teachers to attend intensive summer tech institutes and schedule time for peer coaching and collaboration during the school year.

2. Incentives: Districts can provide financial incentives, credentials, or career ladder opportunities for teachers who integrate technology effectively. This motivates tech professional development.

3. Improved infrastructure: Upgrading devices, networks, and support systems needs to be an ongoing investment priority to enable successful classroom technology use.

4. Tailored support: Coaches and IT staff should provide customized, context-specific training and implementation support to teachers, rather than one-size-fits-all tech PD.

5. Leader buy-in: Getting administrators and principals on board to prioritize teacher technology competence is key to driving systemic changes in this area.

With the right policies and leadership in place, most teachers are willing and able to develop their technological knowledge. But systemic supports need to be implemented to make this feasible and sustainable. The key is addressing barriers of time, access, incentives, and high-quality training.

George Benneh Mensah

Good recommendations, but they apply to economically developed countries. Because there are countries in the world where schools have minimal equipment or none at all.

And one more nuance - financing the use of various platforms, such as the same Zoom, Kahoot, online laboratories. Therefore, the key issue of state support still remains. Because not always a teacher who wants to be technological in teaching can use all the tools.

Wenyang Wei Stephen I. Ternyik

And there is another question: as for interaction, what exactly should a teacher master? Because I, as a historian, need different skills and tools than mathematicians or philologists.

Wenyang Wei

In my opinion, two important steps need to be taken: the application of what exactly teachers should be able to do in the field of digitization.

Next - offer training and financially stimulate those who use the results in practice. This can be verified if teachers provide appropriate work results.

I think that the Ministry of Education can take care of this, and it is possible to create an institution with the involvement of non-governmental organizations.

Wenyang Wei and everyone: for some time now I have reflected and given my opinion on technical education, I share my vision with you.

https://www.jpik.com/relationship-between-technology-and-technical-education-challenges-priorities-good-practices/

https://www.researchgate.net/publication/328841392

Let me be clear Olga Dudar , impromptu knowledge and skill are paramount, that is pedagogical competency to teach the subject. The choice of a tech-know-logical-platform comes second; with reference to history teaching, the technical platform should be highly interactive. The humanities need much more feedback options. Personally, I think that programmed instruction only works for teaching facts, even in automated manner, but every higher learning loop needs communicative options.

——

Let the main object... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.

John Amos Comenius

Olga Dudar And there is another question: as for interaction, what exactly should a teacher master? Because I, as a historian, need different skills and tools than mathematicians or philologists.

My answer: In my opinion, teachers need to be able to communicate effectively with their students while taking technology into consideration. Communication should be a two-way process, making the classroom interactive and meaningful. However, many teachers may not understand the importance of adopting technology due to factors such as age and experience. I believe this is due to the influence of capital in the education system, making this a complex issue. The last question is, can training solve this? I don't know. This might depends on different locations and the understanding of teachers.

Stephen I. Ternyik Can you please further explain "communicative options"?

Communicative options=harnessing AI for feedback. Many responses from humans Wenyang Wei are worse than from robots. So=use your creativity, do not stay under robot learning level.

The highest activity a human being can attain is learning for understanding, because to understand is to be free.

B. Spinoza

Stephen I. Ternyik Thank you for your reply. My understanding is, although AI has the potential to revolutionize our lives, it cannot replace human interaction. Human creativity is an essential part of our lives, and it cannot be replicated by robots. This applies to education as well. Can we rely on AI to replace teachers? This question reminds me of the concept of digital taylorism, which may greatly affect the middle class. However, I'm not sure if teaching jobs will fall under this category. Finally, I think only humans can ask amazing questions because mind is a powerful weapon.

Can we rely on AI to replace teachers? Of course=No. Wenyang Wei

Digital taylorism is a dead end, nothing else.

The meaning of life is to find your gift. The purpose of life is to give it away. P. Picasso

"Technology will never replace great teachers, but technology in the hands of a great teacher can be transformational."

GEORGE COUROS

Technological knowledge plays a crucial role in modern teaching. Some advantages are;

• Integration of Technology: Effective integration of technology in teaching is a complex process1 Despite extensive investment in technology and professional development initiatives, many teachers feel unprepared to use technology in teaching.
• Technology-Related Knowledge: Teachers need specific knowledge and skills for effectively integrating technology in their teaching. This includes technical skills, technological scientific knowledge, and socio-ethical technical understanding.
• Impact on Teaching and Learning: The introduction of technology in teaching can have positive effects on students’ engagement, motivation, and achievements, as well as on teachers’ teaching methods. However, it can also cause additional distraction and interfere with learning.
• Teacher Education: There is a need for teacher education programs to focus not just on specific ICT skills, but also on rethinking the organization of the teaching process and the principles of teaching.
• Technology as a Tool: Just like books and classrooms, technological tools can help teachers improve their skills, use their skills most effectively, and be accountable.

Yes, technology presents new opportunities and challenges, it is not the solution in itself. The key lies in how teachers acquire and apply technological knowledge to enhance their teaching practices.