Normal view MARC view ISBD view

Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014

By: Spector, J. Michael.
Contributor(s): Ifenthaler, Dirk | Sampson, Demetrios G | Isaias, Pedro.
Material type: TextTextSeries: eBooks on Demand.Publisher: Cham : Springer International Publishing, 2016Description: 1 online resource (374 p.).ISBN: 9783319302959.Genre/Form: Electronic books.Additional physical formats: Print version:: Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014DDC classification: 370 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Dedication -- Preface -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Reflections on the Future of Instructional Design Research -- 1 Introduction -- 2 Instructional Design as a Technology -- 3 Instructional Disobedience or the Noncompliant Learner -- 3.1 Some studies to Illustrate Noncompliance -- 3.2 Explaining the Phenomenon -- 4 Features of Instructional Design Research -- 4.1 Issues with Respect to the Research Base -- 4.2 An Engineering Science -- 5 Conclusion -- References
Part I: A Global Conversation About Competencies and Challenges for Twenty- First Century (Presidential Panel) -- Chapter 2: Competencies, Challenges, and Changes: A US Perspective on Preparing Twenty-First Century Teachers and Leaders -- 1 Introduction -- 2 The Human Element: Professional Development for Teachers -- 3 Student Learning, Assessments and Twenty-First Century Skills -- 3.1 One-to-One Computing -- 3.2 NCLB and Standardized Assessments -- 3.3 Leaders' Roles and Responsibilities -- 4 Conclusion -- References
Chapter 3: Initiation and Implementation: Changes to Teacher Education in Ireland -- 1 Introduction -- 1.1 Introduction to the Irish Education System -- 1.2 Changes to the System Since 1998: The Establishment of a Teaching Council -- 1.3 Competences and the Role of Learning Outcomes -- 1.4 The PISA Effect -- 1.5 Reconfiguration of Initial Teacher Education -- 1.6 Induction in Ireland: Phase Two of the Continuum -- 1.7 In Career Development: The Third Phase of the Continuum -- 1.8 Curricular Changes and the New Junior Cycle Programme -- 2 Challenges and Opportunities for Educationalists
3 Thinking About the Future -- References -- Chapter 4: Digital Learners and Digital Teachers: Challenges, Changes, and Competencies -- 1 Introduction -- 2 Digital Generation of Learners -- 3 Teachers' Knowledge: From PCK to TPCK -- 3.1 PCK and Teachers' Knowledge -- 3.2 TPCK and Teachers' Knowledge -- 3.3 TPCK for Chinese Teachers -- 4 Challenges, Changes, and Competences -- References -- Chapter 5: Pre-Service Teachers' Perceptions of School Development -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Teacher Knowledge -- 2.2 School Development -- 2.3 Research Questions and Hypotheses
3 Method -- 3.1 Setting -- 3.2 Participants -- 3.3 Instrument -- 3.4 Data Analysis -- 4 Results -- 4.1 Pre-Service teachers' Perception of Their Understanding of School Development -- 4.2 Strength of Relationship Between Educational Levels with Regard to School Development -- 5 Discussion -- 5.1 Practical Implications -- 5.2 Limitations and Suggestions for Future Research -- 5.3 Conclusion -- References -- Part II: Changing Learning and Instructional Paradigms -- Chapter 6: School Analytics: A Framework for Supporting School Complexity Leadership -- 1 Introduction
2 Background: Analytics in Education
Tags from this library: No tags from this library for this title. Log in to add tags.
Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
L1-991 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=4613368 Available EBL4613368

Dedication -- Preface -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Reflections on the Future of Instructional Design Research -- 1 Introduction -- 2 Instructional Design as a Technology -- 3 Instructional Disobedience or the Noncompliant Learner -- 3.1 Some studies to Illustrate Noncompliance -- 3.2 Explaining the Phenomenon -- 4 Features of Instructional Design Research -- 4.1 Issues with Respect to the Research Base -- 4.2 An Engineering Science -- 5 Conclusion -- References

Part I: A Global Conversation About Competencies and Challenges for Twenty- First Century (Presidential Panel) -- Chapter 2: Competencies, Challenges, and Changes: A US Perspective on Preparing Twenty-First Century Teachers and Leaders -- 1 Introduction -- 2 The Human Element: Professional Development for Teachers -- 3 Student Learning, Assessments and Twenty-First Century Skills -- 3.1 One-to-One Computing -- 3.2 NCLB and Standardized Assessments -- 3.3 Leaders' Roles and Responsibilities -- 4 Conclusion -- References

Chapter 3: Initiation and Implementation: Changes to Teacher Education in Ireland -- 1 Introduction -- 1.1 Introduction to the Irish Education System -- 1.2 Changes to the System Since 1998: The Establishment of a Teaching Council -- 1.3 Competences and the Role of Learning Outcomes -- 1.4 The PISA Effect -- 1.5 Reconfiguration of Initial Teacher Education -- 1.6 Induction in Ireland: Phase Two of the Continuum -- 1.7 In Career Development: The Third Phase of the Continuum -- 1.8 Curricular Changes and the New Junior Cycle Programme -- 2 Challenges and Opportunities for Educationalists

3 Thinking About the Future -- References -- Chapter 4: Digital Learners and Digital Teachers: Challenges, Changes, and Competencies -- 1 Introduction -- 2 Digital Generation of Learners -- 3 Teachers' Knowledge: From PCK to TPCK -- 3.1 PCK and Teachers' Knowledge -- 3.2 TPCK and Teachers' Knowledge -- 3.3 TPCK for Chinese Teachers -- 4 Challenges, Changes, and Competences -- References -- Chapter 5: Pre-Service Teachers' Perceptions of School Development -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Teacher Knowledge -- 2.2 School Development -- 2.3 Research Questions and Hypotheses

3 Method -- 3.1 Setting -- 3.2 Participants -- 3.3 Instrument -- 3.4 Data Analysis -- 4 Results -- 4.1 Pre-Service teachers' Perception of Their Understanding of School Development -- 4.2 Strength of Relationship Between Educational Levels with Regard to School Development -- 5 Discussion -- 5.1 Practical Implications -- 5.2 Limitations and Suggestions for Future Research -- 5.3 Conclusion -- References -- Part II: Changing Learning and Instructional Paradigms -- Chapter 6: School Analytics: A Framework for Supporting School Complexity Leadership -- 1 Introduction

2 Background: Analytics in Education

Description based upon print version of record.

Author notes provided by Syndetics

J. Michael Spector is Professor of Learning Technologies in the College of Information at the University of North Texas, and is editor of Educational Technology Research & Development . Dr. Spector served on the International Board of Standards for Training, Performance and Instruction (IBSTPI) as Executive Vice President; he is on the Executive Committee of the IEEE Learning Technology Technical Committee and is Past-President of the Association for Educational and Communications Technology (AECT). <br> Dirk Ifenthaler is Chair and Professor for Learning, Design and Technology at University of Mannheim, Germany, Adjunct Professor at Deakin University, Australia and Affiliate Research Scholar at the University of Oklahoma, USA. Dirk Ifenthaler's research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA - see Dirk's website for a full list of scholarly outcomes at www.ifenthaler.info. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758).<br> <br> Demetrios G. Sampson is a Research Professor of Learning Technologies at the School of Education, Curtin University, Perth, Australia. He is also affiliated with the Information Technologies Institute, Centre of Research and Technology - Hellas Greece, European Union. Previously, he has been a Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece (2003-2015) and a Senior Researcher at the Informatics and Telematics Institute, Centre of Research and Technology - Hellas Greece (2000-2003). He is the Editor-in-Chief of the Educational Technology and Society Journal, a Senior Member of IEEE and a Golden Core Member of IEEE Computer Society. <br> Pedro Isaias is an associate professor at the Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for several courses and director of the master degree program in Management / MBA. Was director of master degree program in Electronic Commerce and Internet since its start in 2003 until July 2014. He is co-founder and president of IADIS - International Association for Development of the Information Society (http://iadisportal.org/ ), a scientific non-profit association. He holds a PhD in Information Management (in the specialty of information and decision systems) from the New University of Lisbon. He is leading editor of Interactive Technologies and Smart Education (ITSE) Journal (http://www.emeraldgrouppublishing.com/products/journals/journals.htm'id=itse ) from Emerald. Pedro Isaias is an Adjunct Professor at School of Information Systems - Curtin University, Australia.<br>

There are no comments for this item.

Log in to your account to post a comment.