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Intégration des Tice et apprentissage de l'enseignement : une approche systémique Integrating technology and learning to teach: a systemic perspective  [cached]
Francis Bangou
ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication , 2006, DOI: 10.4000/alsic.290
Abstract: De nombreuses études soulignent à quel point il est complexe d'analyser les changements pédagogiques entra nés par l'intégration des Tice. Cette recherche-action tente d'analyser de fa on systémique les interrelations qu'entretient l'intégration des Tice avec les changements pédagogiques dans le cadre d'un programme de formation d'enseignants en langues étrangères au sein d'une grande université américaine. Le cadre théorique nous permettra tout d'abord de délimiter une perspective systémique et de présenter notre conception de l'intégration des Tice et de l'apprentissage. Puis, nous présenterons notre étude et en résumerons les principaux résultats afin d'illustrer la complexité d'une telle relation. Many studies underline how difficult it is to analyse the pedagogical changes caused by the integration of technology. This action research aims to analyse, from a systemic point of view, the interrelations that exist between the integration of technology and pedagogical change. The study took place in a foreign and second language teacher education program at a large American university. First, we will define a systemic perspective as well as the concepts of technology integration and learning. Then, to illustrate the complexity of such relationship, we will describe our study and summarize the main results.
INVESTIGATING LIBYAN TEACHERS’ ATTITUDE TOWARDS INTEGRATING TECHNOLOGY IN TEACHING ENGLISH IN SEBHA SECONDARY SCHOOLS  [PDF]
Ebraiek Deen Hamed Emhamed,K. Sarojani Devi Krishnan
Academic Research International , 2011,
Abstract: Technology applications from the simplest to the most complicated has changed the way teachers teach and how students learn. The importance of using technology tools in the classroom has become a source of educational interest in recent years. This study aims to investigate Libyan English language teachers’ attitudes towards integrating technology in teaching EFL students, and the difficulties faced in using technology in secondary schools in Sebha city. This researchadopts a mixed method design. The conceptual framework of the study was adopted from Saaid (2010). A questionnaire adapted from Wozney and Abrami (2006) was administered to 40 selected Libyan teachers in Sebha city to elicit information on their attitudes towards integratingtechnology in teaching EFL students, their preparation to integrate technology, the types of technology used and the difficulties they faced in integrating technology. A semi-structured interview was also conducted with eight respondents selected randomly from the sample to collect in-depth data on their attitude towards integrating technology and problems faced. The findings suggest that most of the teachers had positive attitudes towards integrating technology in teaching EFL students. However, they faced problems related to time constraints and lack of administrative support. The findings of the study have implications for Libyan English Language teachers to incorporate the use of technology in their teaching to enhance students’ learning.
INTEGRATING THEORY AND PRACTICE Learning to teach L1 language and literature
Klaas van Veen,Piet-Hein van de Ven
L1 Educational Studies in Language and Literature , 2008,
Abstract: Against the background of the central dilemma in teacher education of the relationship between theory and practice, this article presents a teacher education approach that strongly emphasizes the use of theory in learning to teach, on the assumption that teaching is also an intellectual activity, and not simply 'practice'. We take the subject pedagogy, in this case of Dutch language and literature, as a starting point for our approach to teacher education, in an effort to align it as closely as possible with key educational theories. Furthermore, we encourage our students to engage in reflection informed by the theories they have been reading: discourses concerning different aspects of teaching and learning, resulting in instrumental, academic, and critical reflection. Therefore, we present a theoretical framework that is used by our student teachers to understand and examine their teaching. This approach can be summarized in the final task asked of our student teachers: an analysis of their own teaching, using key incident analysis. To illustrate, we describe and illustrate the work of Jennifer, a student teacher.
Integrating Multiple Intelligences and Technology into Classroom Instruction to Transform Instructional Practice in Malaysia
Tajularipin Sulaiman,Suriati Sulaiman,Wei Hui Suan
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.1146-1155
Abstract: Approaching curriculum content through multiple entry points and integrating technology into classroom instruction which will help the educational system achieves the National Philosophy of Education to meet the challenges of the 21st century. Thus, there is a need for a procedural model that could help teachers modify their lesson to address the student’s intelligence by integrating multiple intelligences and instructional technology into classroom instruction. This paper provides an overview of the POMAT approach that gives due attention to a lesson’s procedure includes instructional activities, objective or learning outcome, materials, assessment, and instructional technology in classroom instruction. It involved a step-by-step process of modify-ing the existing lesson and integrating multiple intelligences and technology into instruction. The process breaks up the lesson plan process into five steps that require teachers to think about how well their lesson maps out. Using this approach, teachers should look at a lesson’s procedure first, and then maps back through the objective, materials, assessment, and technology to determine a consistency of purpose. The actual flow of a lesson should nicely match the objective, materials, assessment and technology. The entire procedure is de-signed to examine a lesson’s consistency within the context of the eight intelligences.
Faculty Attitudes Towards Integrating Technology and Innovation  [PDF]
Colleen Marzilli,Julie Delello,Shelly Marmion,Rochell McWhorter,Paul Roberts,T. Scott Marzilli
Computer Science , 2014,
Abstract: Technological innovation is an important aspect of teaching and learning in the 21st century. This article examines faculty attitudes toward technology use in the classroom at one regional public university in the United States. Building on a faculty-led initiative to develop a Community of Practice for improving education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the classroom and the average faculty member utilized about six technology tools in their courses. The opportunities, barriers and future uses for technologies in the higher education classroom emerged from the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its most popular courses to increase flexibility, accessibility and student success.
Applying the Multisim Technology to Teach the Course of High Frequency Power Amplifier  [cached]
Gang Lv,Yuan-Sheng Xue
International Education Studies , 2011, DOI: 10.5539/ies.v4n1p122
Abstract: As one important professional base course in the electric information specialty, the course of “high frequency electronic circuit” has strong theoretical characteristic and abstract content. To enhance the teaching quality of this course, the computer simulation technology based on Multisim is introduced into the teaching of “high frequency electronic circuit”, which could not only deepen students’ understanding and memory of basic concepts, but also effectively help students to understand and grasp the principle of the high frequency circuit by the circuit design module and the simulation analysis function. The teaching application effect of the high frequency class C power amplifier has also proved that the Multisim software could realize the organic combination of theory and practice, and it is the profitable supplement of the traditional teaching mode.
Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics  [PDF]
Maizam Alias
International Electronic Journal of Mathematics Education , 2009,
Abstract: Misconceptions in statistics among students of non-statistics major are quite common. This paper will present the humble efforts of the author in trying to reduce misconceptions among her statistics students using technology. The examples were drawn from the teaching and learning of statistics to Master of Technical and Vocational Education students in the Universiti Tun Hussein Onn Malaysia. EXCEL spreadsheet, power point presentation slides and a concept-mapping tool were integrated into classroom instructions on descriptive statistics. Increased class-room interactions were observed through out the learning process and a decrease in the percentage of students committing the specific misconceptions were recorded.
Gavin Dudeney & Nicky Hockly, How to Teach English with Technology (with CD-ROM)  [cached]
Marie-Fran?oise Narcy-Combes
Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT , 2012,
Abstract: Dans la série des ouvrages pratiques publiés par Pearson-Longman, How to Teach English with Technology rendra d’insignes services aux enseignants, aux formateurs, ainsi qu’aux concepteurs d’ouvrages et de dispositifs d’enseignement/apprentissage impliqués dans l’enseignement de l’anglais et des langues en général. Les néophytes y trouveront un guide qui les conduira pas à pas vers l’utilisation des nouveaux outils technologiques dans les cours de langues, et ceux qui ont déjà une expérience d...
The Effects of Integrating Technology on Students’ Conceptual and Procedural Understandings in Integral Calculus  [cached]
Tuan Salwani Awang,Effandi Zakaria
Asian Social Science , 2012, DOI: 10.5539/ass.v8n16p8
Abstract: This paper discusses the effects of using two different learning approaches to students’ understanding ofintegral calculus. Experimental and control groups were formed at random to participate in this research. Each group was divided into three sub groups which are low ability, medium ability and high ability groups. The formation of these subgroups was done according to their marks in an integral calculus pre-test given to them prior to the lessons. In general, students in the experimental group outperformed their peers in the control group in terms of their grasp of both conceptual and procedural understandings of integral calculus. By using mathematical software in learning integral calculus, the medium ability and the high ability students in the experimental group progressed better than the low ability students. On the contrary, in the control group, the maximum percentages of improvement in both conceptual and procedural understandings were from the low ability group. Since the main objective of integrating technology in the learning of integral calculus is to enhance every student’s understanding, a better implementation strategy needs to be drafted in the future. One possible way is to expand the usage of the technology in other calculus topics.
Literacy and Technology: Integrating Technology with Small Group, Peer-led Discussions of Literature  [PDF]
Genya Coffey
International Electronic Journal of Elementary Education , 2012,
Abstract: This review examines research of computer-mediated small group discussion of literature. The goal of this review is to explore several instructional formats for integrating print-based and new literacies skills. First, the theoretical foundations for the shift from teacher-led to student led discussion are outlined. Research exploring ways in which technology has been infused into several common elements of literature discussion groups are presented next. Benefits and challenges of such integration are highlighted and suggestions for future research are presented.
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