The Importance of Teacher's Role in Technology-Based Education

Mahini, Fakhteh; Forushan, Zahra Jabal-Ameli; Haghani, Fariba

doi:10.1016/j.sbspro.2012.05.348

Cited by 29 publications

(29 citation statements)

References 2 publications

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“…In fact, learning that could empower HOTS is learning needed in the 21st Century (Darling-hammond, 2014;Ennis, 2011;Heong et al, 2011;Magsino, 2014;Trilling & Fadel, 2009). The teacher has a very important role in determining the quantity and quality of teaching that is carried out (Bennett, Agostinho, & Lockyer, 2016;Ferguson-Patrick, 2018;Hyslop-Margison & Sears, 2010;Looney, Cumming, Kleij, & Harris, 2017;Mahini, Forushan, & Haghani, 2012). Therefore, teachers must think and plan carefully in increasing learning opportunities for students and improving the quality of teaching and reflecting on it (Benade, 2015;Lamb, 2017).…”

Section: Resultsmentioning

confidence: 99%

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

Abidinsyah¹,

Ramdiah²,

Royani³

2019

JPBI

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The use of local wisdom as learning sources and the empowerment of students' Higher-Order Thinking Skills (HOTS) are the two components that must be carried out in the 21st-century biology learning. The purpose of this study was to explore the information about the application of local wisdom-based learning and HOTS-based assessment in Banjarmasin. This survey research involved 41 high school biology teachers in Banjarmasin who joined in Biology Teacher Working Group activities as research samples. The research instruments were questionnaires that were validated by experts. The data were analyzed using descriptive statistics in term of percentage. The findings showed that the teacher gave a positive response to the content of local wisdom to be a source of biology learning. In addition, they believed that through the learning, the students caring attitudes towards the potential and local wisdom of South Kalimantan were developed. Nonetheless, the empowerment of HOTS was not optimal as it was less frequent for the teachers to design HOTS-based learning in their class.

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Section: Resultsmentioning

confidence: 99%

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

Abidinsyah¹,

Ramdiah²,

Royani³

2019

JPBI

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“…Technology integrated education has changed the role of the teacher from a passive transmitter of knowledge to mentor, co-learner and guide towards discovery of knowledge in a student centric learning environment [16]. Teachers now have access to professional content for instruction, multiple quality resources and ICT systems designed to attain the educational outcome and increase self-learning in students.…”

Section: Objectivesmentioning

confidence: 99%

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

Hassan¹,

Mirza²

2021

IJEME

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The present age is the age of information. The globalization has affected every sphere of the life including education. In spite of availability of ICT infrastructure in schools, their potential is underutilized because of digital incompetence of the teachers. New digital technologies are acting as a catalyst towards improvement of learning outcome and enhancing quality of education, but only introduction of such technologies in schools for producing change and innovation is not enough, it requires digitally competent teachers to facilitate the use of ICT in education. These teachers will act as facilitators and mentors to students to lead them towards problem solving and innovation to meet the new challenges of globalization. Teachers must be able to create learning environments which are student centric and foster creativity, Meta cognition, meta-literacy, collaboration and communication in learners. Mere superficial use of ICT in teaching will not yield the required learning outcome, but the integration of ICT in pedagogy is important to enhance teaching, learning process. This can be done only when teachers are competent enough to use ICT tools and facilitate ICT integrated education. In this paper, we tried to assess the teacher's perspective about the ICT and investigate the factors responsible for resistance of teachers in using ICT in schools and suggestive measures for successful integration of ICT in the teaching process by the teachers of Rajouri district (J&K, India). The ICT skills are very important for teachers to support alternative modes of teaching, learning, i.e. e-learning, mobile learning in the present outbreak of pandemic disease caused by Coronavirus-COVID19.

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“…There is a broad consensus that students can facilitate their learning process with the help of technology without limitations of time and place because, in such a setting, they can easily collect and analyze data, test hypotheses, design experiments, and conclude (Mahini, Forushan & Haghani, 2012). However, although many universities recognize the need to innovate along these lines, there is no decisive leadership for students to follow in order to address the required changes themselves (Casas & Stojanovic, 2013).…”

Section: Skills Required By the Student To Make Use Of Technological Educationmentioning

confidence: 99%

The Impact of Educational Technologies in Higher Education

Cabaleiro-Cerviño

Vera

2020

GIST

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The formation of human capital is key to countries’ social, cultural and economic development. The current literature pays considerable attention to the ever-increasing proliferation of technology in the careers of college and graduate school. While the presence of educational technology in higher education offers multiple benefits, its implementation also presents challenges. The literature has considered multiple tools for improving learning processes. The results of such tools vary and are difficult to measure in terms of quality. In this document, we analyze the issues surrounding educational technology in higher education.

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The Importance of Teacher's Role in Technology-Based Education

Cited by 29 publications

References 2 publications

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

The Impact of Educational Technologies in Higher Education

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