A comparison of the South African and Indonesian teachers preferred curriculum ideology for school science

Mnguni, Lindelani; Islami, R. Ahmad Zaky El; Hebe, Headman; Sari, Indah Juwita; Nestiadi, Adi

doi:10.1007/s41297-019-00089-x

Cited by 8 publications

(5 citation statements)

References 19 publications

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“…On the one hand, AI constitutes the main mode of ideological and political education ecology, thus further expanding the activity space and resource supply of ideological and political education [12]. The school education ecology with classroom teaching as the main mode gradually takes shape and is further consolidated in the information age [13,14]. On the other hand, artificial intelligence optimizes the ecology of ideological and political education.…”

Section: Introductionmentioning

confidence: 99%

Exploring Intelligent Teaching for Teachers of Ideology and Politics in the Context of Artificial Intelligence

Tian¹

2022

Wireless Communications and Mobile Computing

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MooTools (MOOC) is an emerging teaching mode in higher education in recent years, which is rapidly developing and expanding into the traditional teaching field. Based on the characteristics of MOOC platform, this paper explores the intelligent teaching of ideology and politics in the context of artificial intelligence and selects the Internet of Things (IoT) technology course as the research object to combine the MOOC hybrid teaching method with the teaching of IoT technology course. In this paper, a two-level dynamic student model is proposed, which has the following characteristics: (1) comprehensive characteristics of learners are obtained through a combination of tracking and comprehensive evaluation, (2) secondary characteristics of learners are maintained to the instructor in an open and dynamic way, and (3) information of secondary characteristics is organized in the form of running accounts. Based on the two-level dynamic student model, the generalized fuzzy integrated evaluation method is used to evaluate the secondary characteristics of the learners. Through this project, effective improvement of students’ course learning performance and recognition of the course was achieved.

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Section: Introductionmentioning

confidence: 99%

Exploring Intelligent Teaching for Teachers of Ideology and Politics in the Context of Artificial Intelligence

Tian¹

2022

Wireless Communications and Mobile Computing

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“…A learning environment is composed of teachers, students, and the physical environment. Supporters of student-centered curriculum argue that the curriculum ought to have combined with physical environment as it guides learning and it should be well organised to nurture learning prospects [16]. School buildings also need to support and be sensitive to the educational needs of the 21st century education environments which promote learning through active investigation, social interaction and collaboration, and further, to support a full range of learning and teaching strategies from direct explicit instruction to virtual connection and communication.…”

Section: Ict Integrated Classrooms As Sustainable Learning Environmentsmentioning

confidence: 99%

“…Learner-centered values necessitate educators to advance or prepare school curriculum that inspires students to explore their learning environments through self-directed and "cooperative" learning experiences in order to nurture learning prospects. This is a novel approach to incorporating topics like technology into learning in contemporary education [16]. Learning environments are to be programmed, planned, and designed for the provisioning of the envisioned learning activities [17].…”

Section: Ict Integrated Classrooms As Sustainable Learning Environmentsmentioning

confidence: 99%

Creation of Sustainable Learning Environments in South African Rural Schools: A Call for Effective Implementation of ICTs

Alex¹

2021

ujer

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Information andCommunication Technologies (ICTs) are the core of the digital economy and could be important catalysts for progress on the Sustainable Development Goals (SDGs), which can improve people's lives. The 2030 Agenda for Sustainable Development recognises the great potential of global connectivity to accelerate human progress. ICT has become an integral part of educational development as it enhances the efficiency and productivity of both teaching and learning of any subject. Though remarkable progress has been made in terms of access to ICT integrated education in South Africa, the issue of its reaching every rural school student and teacher has not been resolved. Against this backdrop, this paper looks at learning environments and the use of ICTs in rural schools in the Eastern Cape, a rural South African province, through an empirical quantitative study; and calls for creating sustainable learning environments through the effective implementation and use of ICTs. Data on the learning environments in Eastern Cape schools were collected from three different sources. A sample of university students and school teachers provided information on the ICT environment in schools. Government reports on ICT integrated teaching that shed light on the vision and planning of the creation of sustainable learning environments in rural education contexts, were also analysed. It is concluded that computer access and other forms of technology have dramatically increased in South Africa, however, the level of classroom utilization of technology does not correlate with this significant rise in rural schools. This calls for audacious investments to be accomplished in two major aspects: networking the classrooms with internet facilities and equipping the teachers with ICT implementation in the classrooms. Only then can sustainable learning environments in the rural schools be comprehended in the context of the Fourth Industrial Revolution (4IR) in South Africa.

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Section: Impact Beyond the Higher Education Teaching Philosophies Litmentioning

confidence: 99%

“…For example, two studies have examined the use of a teaching philosophy as a professional development tool for school teachers (Caukin & Brinthaupt, 2017;Thomas, 2018). Others have investigated school teachers' philosophical beliefs as espoused in their teaching philosophy statements (Alvarez et al, 2019;Mnguni et al, 2020). Some university educators have used Beatty et al's approach to encourage their students to develop their own statements of philosophy and practice, such as Martin-Cuellar and Jaquish (2020) who found that encouraging family studies students to develop a philosophy statement challenged them to reflect and think more deeply.…”

Section: Impact Beyond the Higher Education Teaching Philosophies Litmentioning

confidence: 99%

Teaching Philosophy Statements

Laundon

Cathcart

Greer

2020

Journal of Management Education

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Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

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A comparison of the South African and Indonesian teachers preferred curriculum ideology for school science

Cited by 8 publications

References 19 publications

Exploring Intelligent Teaching for Teachers of Ideology and Politics in the Context of Artificial Intelligence

Exploring Intelligent Teaching for Teachers of Ideology and Politics in the Context of Artificial Intelligence

Creation of Sustainable Learning Environments in South African Rural Schools: A Call for Effective Implementation of ICTs

Teaching Philosophy Statements

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