Teaching and Learning in Technology Empowered Classrooms-Issues, Contexts and Practices - Nayar K, Ajitha
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Development of technologies has necessitated a shift and change in policies. Tracing the historical evolution of technology in various areas and levels of education reveals a late entry of effective policies. While recording the successful practices and case studies, it is seen that the felt need of technology-competent and resourceful teachers contributed to innovations and trends of educational technology companies. This work highlights policy guidelines and features of policy frameworks and guidelines. Teacher perspectives on curricular experiments and the skills required by teachers suited…mehr

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Produktbeschreibung
Development of technologies has necessitated a shift and change in policies. Tracing the historical evolution of technology in various areas and levels of education reveals a late entry of effective policies. While recording the successful practices and case studies, it is seen that the felt need of technology-competent and resourceful teachers contributed to innovations and trends of educational technology companies. This work highlights policy guidelines and features of policy frameworks and guidelines. Teacher perspectives on curricular experiments and the skills required by teachers suited for an ICT-based classroom are documented. Various curricular experiments enacted in different regions are reported. The success and failures and reasons thereof are cited and detailed. The skills required by the teachers in these technology-enabled learning environments are described in association to technology used, learning skills of learner, and the nature of the technology-based learning environment. The mechanisms by which the opportunities were recognized by teachers as such is also narrated upon. How teachers investigate the possibilities of various technologies for pedagogical use is also reviewed. Teacher perspectives with regard to ICT possibilities and the opportunities are subsequently elucidated. The success is determined among other factorspracticability, suitability, feasibility, and optimal realization for technology for pedagogical potential. The tried out and successfully implemented technology-based instructional strategies are described in detail with the intention of how teachers can implement them by themselves in the classroom. Suitable topics suited for their use is also highlighted. It has long been confirmed that ICT can be used based on sound psychological and pedagogical bases. The social, cultural theories of reconstruction can be applied with the ICT-based education. ICT is a tool for introducing and building social contexts and collaborating with others for application, problem solution, and concept attainment. Technology-mediated instructional strategies can draw upon various theories of learning toward the best advantage of the student and to realize the objectives of instruction, viz. acquiring knowledge, developing understanding, attaining concepts, and acquiring skills.
Autorenporträt
Dr Ajitha Nayar K has over twenty five years experience in Education having worked as Teacher Educator, Principal, Visiting senior lecturer and currently holds official position of Executive Academic Administration of Indian Institute of Information Technology and Management Kerala. Her professional engagements include Science Education Curriculum Consultant, Research project Director at National as well as International level, Workshop Coordinator on mapping of SDG in colloboration with UNU-RCE ,Thiruvannathapuram . Her recent publications include Teachers Resource Manual published by Living Lab/CDT, UN RCE Borderlands Mxico-USA and Universidad Autnoma de Chihuahua, Mexico, Rice, paddy and agriculture - tracing its influences in Malayalam literature in VOL II of History of Agriculture in Kerala in Press , Paddy fields and Birds - A thriving ecosystem of flora and fauna in VOL II of History of Agriculture in Kerala in Press Technology mediated Pedagogies for Skill Acquisition towards Sustainability Education accepted for Book title Pedagogy Volume 2, ISBN 978-953-51-5650-5. Enhancing Technological pedagogical content knowledge (TPCK) towards effective technology integration/infusion in science education Best practices in Mathematics and Science Education ,Pearson-Malaysia Pvt Ltd ISBN 978-967-349-192-6 She also holds position of Director of Living labs, Kerala a branch of Living Lab/CDT, UN RCE Borderlands Mxico-USA and Universidad Autnoma de Chihuahua, Mexico and attempts to initiate, colloborate and undertake resaerch towards sustainability consiousness and developing Eco labs in educational instituions.