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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

  • DOI - Digital Object Identifier

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

  • OECD FORD obor

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Návaznosti výsledku

  • Projekt

  • 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

  • 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