1. 23 Proportion of ICT-qualified teachers versus proportion of teachers trained to teach subjects
is limited often to students and teachers and restricted to certain hours (see section 1. 5
purposes by both teachers and students. In some cases, computers have been introduced in schools without Internet access, which effectively
Proportion of ICT-qualified teachers versus proportion of teachers trained to teach subjects using ICTS, by region, 2009-2012
-qualified teachers figures refer to 2008. Data for Azerbaijan, Barbados, Jordan, Saint lucia, Singapore, Trinidad and tobago, Uruguay, Philippines and Sri
Proportion of teachers trained to teach basic computer skills (or computing %P ro p o
of qualified ICT teachers and of teachers that have been trained to use ICTS to teach their
training teachers to teach subjects using ICTS than on training teachers to teach basic computer skills or computing (i e.
ICT-qualified teachers)( Chart 1. 23. In most of the countries included in the chart, the proportion of ICT
-qualified teachers is below 10 per cent, while a few countries have very high proportions of
ICT-qualified teachers (e g. Thailand, Singapore It should also be noted that definitions of â€oeict -qualified teachers†differ among countries, where
in some cases a formal degree is required and in other cases nationally defined certificates are
Educate teachers on ICT technologies Ministry of Education responsible Ministry for Information Society (support Provide ICT specific training courses
Educate teachers on ICT technologies Enabler Due to the fast pace of updating the IT systems, in order to ensure
teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational sector Responsible:
teachers, pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills
initial and the continuous training of the teachers is performed The difficulty to include the rural areas in the activity of digital
open and rapid communication between teachers and students. For instance, The Open University, based in the United kingdom,
implemented with a group of teachers from a Faculty of education. Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject
areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the project management and communication
but many university teachers are less than confident in their use. Even if a teacher is a competent and avid user of personal mobile devices,
he or she may feel ill-prepared to use them with students in pedagogically innovative and appropriate ways.
When these teachers seek to become informed of new technologies through conventional professional sources, such as journals, their
These are often excellent sources of information†and inspiration†for university teachers but few universities currently provide PD on personal mobile devices,
It is only at a surface level that widespread teacher PD appears to provide a solution.
if the professional development of teachers focuses principally upon instruction on the utility of mobile devices and how to use them
, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a virtual treasure hunt to groups of teachers;(
5) Informal and lifelong learning-activities that promote learning outside a dedicated learning environment and formal curriculum (e g.,
2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices
•coaching and scaffolding by the teacher at critical times •authentic assessment that reflect the way knowledge is asses in real life
These characteristics formed the basis for teachers to plan and design learning environments where mobile technologies could be used in their different subject areas and specialisations
for university teachers, the design of 12 pedagogies to be implemented with either the phone or the ipod
higher ed teachers in the pedagogical use of m-learning devices m-learning strategies What pedagogical strategies
Faculty teachers on the development of authentic tasks using devices in pedagogically appropriate ways •Trialling of
In Phase 2 the focus of the project moved to professional development of the teachers who would
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
Twelve teachers in the Faculty of education, agreed to be involved in the development of pedagogies for subject areas in the pre-service teacher education program.
framework for teachers was developed and implemented. As noted by Collis and Moonen (2002: †An
Each teacher used one or more mobile devices in depth, to explore the full range of affordances, and
At all times, teachers were aware of the requirement to create innovative uses of the devices as cognitive tools rather than for simple
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
By the end of Phase 2, the teachers had designed learning environments ready to be implemented in Phase
different teacher or discipline area. Students were issued with an appropriate device on loan to use
For example, teachers used data collection methods such as focus group interviews observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student
At the end of this phase, teachers had implemented the learning tasks (with appropriate resources supports and assessment items) and uploaded descriptions of pedagogies to the project website
freely accessible and customisable manner to teachers in higher education. The principal vehicles for this was the conference,
Through regular meetings, consultation and liaison with the project leaders, the teacher/researchers members of the reference group and other interested parties, strategies were planned, deadlines set and
learning tasks (†pedagogiesâ€) created by the teacher/researchers, a two day conference showcasing the
the mobile devices and to provide teacher/researchers with equitable access for their research, keeping accurate records and updating the team leaders as appropriate
people including teachers, IT and PD personnel from the university. It was a large and ambitious project
teacher professional learning, ICT, science education, visual education†albeit all were within the Faculty of Education.
Why teachers are reluctant to use new technologies: Supporting teachers†action learning within a web environment.
and share †teacher wisdom stories†In Hello! Where are you in the landscape of educational technology?
Handhelds assist alternative teacher certification. Retrieved, April 2 2006 from http://solutions. palm. com/regac/success stories/education/education details. jsp?
-tinued growth of students and teachers, integral education and especially in the development of their talent
watching a teacher speaks no longer works. Most students are digital natives and they are accus
than a teacher lecturing. †New classes†should be more students centric, enhancing the development
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
degree pupils the possibilities for study, was completed by the teacher with the following message: †So,
-learning), the possibility to interactively communicate with teachers and students all over the world or to increase the degree of specialization of employees at
a certain percent of teachers and difficulty in extending digital public services in the field of health care due to region-wide
skills in students and teachers in all education stages 5. 2 Bring society closer to scientific and technological achievements
students and teachers, etc.;outreach (scope of university networks †co-operation with incubators, alumni networks, access to experienced practitioners, access to venture
Teachers are pressed hard to deliver on their core programmes †the basis for recruitment and promotion †and those not working on core activities can find it
presence of people †teachers, researchers, and university staff †with a clear interest in
further into school teaching will require in addition incentives and support to teachers involved in entrepreneurship activities as well as support to nonprofit organisations that are
and teachers and providing support for the inter -institution mobility of entrepreneurship teachers â Strengthen VET programmes for business founders, SME managers and SME workforces
â Change the nature of vocational education and training to better fit the needs and motivations of entrepreneurs:
and support to teachers involved in entrepreneurship activities â Reinforce training in SMES â Use these and other approaches to support the integration of new employees and the
or by researchers, teachers or students of a university (i e. university spin-off. Corporate spin-offs are established often to outsource stages of production previously carried out in
teachers and students to engage with computer science in a fun way Schaart said that the Commission
exercise softwares while 70%of teachers are asking for training to improve their digital skills.
in training students and teachers but also the use of free to use education resources, â€
and teachers, such as Erasmus+,Horizon 2020 and the European structural funds â€oeall educational materials supported by Erasmus+will be freely available to the
teachers, †the spokesman said Member states will have to apply for the money available from all of these sources
potential teachers; the Young Foundation†s work shows how digital technology is leading to increasingly creative responses to social issues
and around professions (doctor, teachers, police &c. Despite the fact that there are significant barriers to innovation (such as departmental silos, audit
shopper, a driver, a nurse, a gardener, a teacher or student †entailing so much of what makes us human.
in the public sector include initiatives making it easier for teachers or lecturers to take sabbaticals (as in Canada),
Teachers on the programme are themselves living with long-term conditions. Also, the US-based Citizen Schools organisation,
teachers to work in schools 518) Producer-consumer collaboration, such as Community Shared Agriculture, in which consumers advance finance to farmers to fund
entrepreneurs with teachers to inspire talent at school with success stories. 22 Bottom-up networks for entrepreneurs engaging in
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
Fatou Gueye, Teacher Gisã le Tendeng, Accountant Serbia Foundation for the Advancement of Economics (FREN
instruction using more specialized teachers Sources: UNESCO Institute for Statistics, Data centre (accessed May 21, 2014; UNICEF Childinfo. org (accessed August 07
instruction using more specialized teachers Sources: United nations Education science and Culture Organization (UNESCO), UNESCO Institute for Statistics Data
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