For the most part, the changes have simply been in media or in the speed of communication. The basic techniques of good communication — thoughtfulness, clarity of expression, good listening — have remained the same. But over the past ten years or so, technology has begun to work more profound changes on communication.
He has been appointed to the upgraded elementary school under Sarva Shiksha Abhiyan in the year He usually teaches from class 5 to 8. He has a professional degree, a B. But now he is teaching with elementary students.
Many a times he feels whatever he has learnt during his professional education is not sufficient to meet the needs of his professional requirement. As a graduate teacher, the content of the elementary classes is not difficult for him to learn, but how the content needs to be presented so that this younger bunch of students understands it is a challenge.
In the yearThippeswamy encountered another challenge. The textbooks for the classes he teaches were re-written. The new textbooks are written in a different style. The textbooks have lot more activities. Moreover, the preface of the textbook is using new terminology, namely constructivism, facilitating learning, collaborative learning etc.
None of these was part of his B. The Block Education Office of Surapura regularly organizes training programs for the teachers regularly to meet many of these challenges. Thippeswamy attends all the training without missing any.
He gets to know from his other colleagues how they deal with the similar issues. Recently he attended a workshop organized by an NGO working with teachers in Surapura.
The workshop was on how to use ICT in classrooms. Thippeswamy found the workshop interesting, as many of his concerns were raised in the workshop in addition to learning integrating ICT in teaching. He is actively contributing in the online forum for the workshop participants. Thippeswamy is an excellent example for a teacher wanting to engage in his professional development.
In this unit, we will discuss various opportunities available for teachers to engage in their professional development. The focus will be on ICT platforms that provide such opportunities. After studying this Unit, you will be able to: The field of educational practice is ever emerging and hence there is always something new to learn.
Most of us start learning about our profession through a formal teacher preparation program. Since, any such preparation is incomplete without practicing the profession, the learning continues even after starting the practice of teaching.
Additionally, it is not practical to expect to learn everything through formal learning in an ever emerging field like teaching. Starting from the initial teacher preparation program to ongoing teacher learning activities, teacher professional development can be seen as a continuum. It is in this sense the teacher professional development is defined as follows:Glossary of ICT terminology.
This Glossary of ICT terminology, compiled by Graham Davies and Fred Riley, contains a list of technical terminology and terms specific to ICT and language learning and ashio-midori.com also serves as an index to topics covered at the ICT4LT website. Anything underlined in blue will link you to further information, either within this Glossary, within the ICT4LT website.
Toondoo lets you create comic strips and cartoons easily with just a few clicks, drags and drops. Get started now! Australian Export Controls and ICT. A guide to understanding export control laws regarding the physical export, intangible supply, publication or brokering of information and .
31 INTRODUCTION Ensuring universal service and access to information and communication technology is a top national objective in many countries, often enshrined in laws that govern the sector. The way I figure it, jobs in Japan fall into seven categories: 1.
High-level corporate 2. Technology 3. Sales and Recruiting 4. Teaching English 5. George Siemens: George Siemens is an instructor at Red River College in Winnipeg, Manitoba, Canada.
He is enamored with the potential of technology to transform learning and is convinced that existing educational perspectives need to be revised to meet the needs of "today's students".