Lifelong education of mathematics teachers in information and communication technologies
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73584913" target="_blank" >RIV/61989592:15410/17:73584913 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Lifelong education of mathematics teachers in information and communication technologies
Popis výsledku v původním jazyce
In the paper we consider the direction of teacher education, especially trends in mathematics teacher education, in the area of information and education technology. On the basis of our own and independently written questionnaire surveys, together with research reports prepared by the Czech School Inspectorate, we will try to identify areas considered key in the context of mathematics teacher educational needs. We will investigate also the context of societal demand and ongoing social, economic and technological changes in the currently changing world which reflect teacher education trends. A major drawback in current teaching with technology is its transmissive usage, where teachers use technology to provide direct knowledge, instead of helping learners to create new knowledge in accordance with constructivist theories. However, teachers must be prepared not only in subjects and methods, but also in information and education technology. While Czech teachers undergo high level training in specialties like mathematics and methods, information technology education is a rapidly changing subject requiring teacher education to be in constant development. One of the means that teachers of mathematics can use in teaching is digital learning objects, i.e., any digital entity usable for education, including electronic text documents, animations, simulations, presentations and collaborative efforts with an interactive whiteboard. In this paper we focus on the use of digital learning objects by Czech mathematics teachers in lifelong learning. To be considered are teacher abilities and skills needed to use these digital learning objects, including teacher willingness to acquire the new knowledge and the new skills required for success and collaboration in this area.
Název v anglickém jazyce
Lifelong education of mathematics teachers in information and communication technologies
Popis výsledku anglicky
In the paper we consider the direction of teacher education, especially trends in mathematics teacher education, in the area of information and education technology. On the basis of our own and independently written questionnaire surveys, together with research reports prepared by the Czech School Inspectorate, we will try to identify areas considered key in the context of mathematics teacher educational needs. We will investigate also the context of societal demand and ongoing social, economic and technological changes in the currently changing world which reflect teacher education trends. A major drawback in current teaching with technology is its transmissive usage, where teachers use technology to provide direct knowledge, instead of helping learners to create new knowledge in accordance with constructivist theories. However, teachers must be prepared not only in subjects and methods, but also in information and education technology. While Czech teachers undergo high level training in specialties like mathematics and methods, information technology education is a rapidly changing subject requiring teacher education to be in constant development. One of the means that teachers of mathematics can use in teaching is digital learning objects, i.e., any digital entity usable for education, including electronic text documents, animations, simulations, presentations and collaborative efforts with an interactive whiteboard. In this paper we focus on the use of digital learning objects by Czech mathematics teachers in lifelong learning. To be considered are teacher abilities and skills needed to use these digital learning objects, including teacher willingness to acquire the new knowledge and the new skills required for success and collaboration in this area.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
ICLEL 2017 Proceedings Book
ISBN
978-605-66495-2-3
ISSN
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e-ISSN
neuvedeno
Počet stran výsledku
7
Strana od-do
268-274
Název nakladatele
Sakarya University
Místo vydání
Sakarya
Místo konání akce
Porto, Portugal
Datum konání akce
12. 9. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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