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The aim of this research was to investigate the perceived impact of ICT on Zimbabwean A-level science and mathematics teachers' self-directed professional development. The study was based on a questionnaire survey of 254 teachers throughout the country. Supplementary data came from 54 interviews. Some observations of teachers using ICT in teacher-centres, e-mail correspondence, and field reports also contributed to the database of the study. An analysis framework was developed through the use of grounded theory on the interview transcripts. The framework yielded 9 themes relating to the teachers' use of ICT for their professional development. These were: (1) perceived professional identity; (2) career development; (3) Managing the ICT environment; (4) theoretical and content knowledge; (5) practical knowledge and skills; (6) adaptation; (7) professional networking and; (8-9) perceived benefits to teachers and students. Chaos (complexity) theory was used to identify the major attractors (goals) for teachers' self-directed professional development using ICT. Two attractors were identified. These were personal professional development and classroom practice. However, an over-riding factor common to both attractors was identified as self-efficacy. The study identified the over-arching driver for self-directed professional development as the teacher's need to improve their self-efficacy. A two dimensional model of self-directed professional development was suggested. The systemic element of the model focused on the self-correcting impact of ICT use on professional development, whilst the personal element focused on self-efficacy as the central stratum for self-directed professional development. The study concluded by acknowledging the potent role that ICT is playing in the self-directed continuing professional development of teachers in Zimbabwe, and recommended, among other things, the inclusion of A-level teachers in the development of localised online materials resources for their subjects. This will help to enhance relevance of the materials to the Zimbabwean context
I: ICT in Education, some major concepts and a short historical overview II: Curriculum III: Infrastructure IV: Staff development V: Organizational change and leadership VI: National educational policy and implementation strategies in ICT VII: Looking into the future.
The rapid development of information communication technologies (ICTs) is having a profound impact across numerous aspects of social, economic, and cultural activity worldwide, and keeping pace with the associated effects, implications, opportunities, and pitfalls has been challenging to researchers in diverse realms ranging from education to competitive intelligence.
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
Academics 4.0 has become increasingly crucial in recent times due to the impact of Industry 4.0 on various fields. The emergence of disruptive technologies and the cyber-physical world has underscored the need for experts in these areas, which requires proper training of students from an early stage. Education 4.0 is essential in preparing faculties and students adequately for this purpose. This approach shifts the focus from teaching to learning and employs blended learning, MOOC courses, and flipped classrooms to achieve better understanding and application of knowledge. The practical aspect of the subject is discussed in the classroom, while the theoretical aspect is taught outside the class. The book, Architecture and Technological Advancements of Education 4.0, aims to explain the rationale, advantages, and features of Academics 4.0, explore assessment tools and techniques, and describe the national policy for bringing change in education. It also covers blended learning, MOOC courses, virtual labs, and mobile learning, with a focus on their benefits. The book will be useful for universities and educational entities that aim to follow Academics 4.0 in the education system, serve as a reference manual for research articles, and be helpful to faculties and academicians who wish to implement and assess online techniques. Additionally, it will be an excellent learning platform for providers and users of relevant domains, with a broad range of topics covering its impact on the education system, students, and workforce.
In the era of Education 5.0, institutions face a pressing challenge: aligning educational policies and practices with the rapidly evolving demands of a digital, interconnected world. This transformation requires a fundamental shift in thinking that encompasses not only the content of education but also the methods and strategies used to impart knowledge. Issues of inclusivity and the digital divide, which threaten to widen existing gaps in access and quality, magnify this task. Preconceptions of Policies, Strategies, and Challenges in Education 5.0 offers a comprehensive solution to these pressing issues. By delving into the transformative landscape of education, this book provides a roadmap for policymakers, educators, and institutions to navigate the complexities of the 5.0 era. Through carefully analyzing policies, competencies, strategies, directions, and challenges, the book offers valuable insights into how education can adapt and thrive in the digital age.
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Leadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed. The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success s a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.