Download or read book Saudi Early Childhood Teachers Attitudes about the Use of Technology in Early Childhood Classrooms written by Amal A. Alasimi and published by . This book was released on 2018 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the influence of age, self-confidence, personal use, and experience with technology on Saudi early childhood (EC) teachers` use of and attitudes about technology in their classrooms, particularly teachers` perspectives on barriers to and measures required to improve the use of technology in EC classrooms. Quantitative methodology and a survey yielded data analyzed with descriptive and inferential statistics. This study was conducted in the Riyadh region of Saudi Arabia with 304 EC teachers in 190 public and 114 private EC schools.Overall results indicate that Saudi EC teachers generally held positive attitudes about using technology in EC classrooms; moreover, findings show no statistically significant differences in teachers` attitudes about using technology in the classroom based on differences in teachers` age and technology experiences in the classroom. In addition, results indicate that teachers` confidence and use of technology outside the classroom have the potential to influence and change their attitudes about using technology. Results also indicate a need for greater availability and access to technology and the Internet in EC classrooms. Preservice training and on-going professional development are also necessary to increase teachers` comfort and confidence in using technology in EC classrooms.
Download or read book Assistive Technology to Support Inclusive Education written by Dianne Chambers and published by Emerald Group Publishing. This book was released on 2020-09-25 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.
Download or read book Saudi Female Middle School Teachers Attitudes Toward Using Technology written by Layla Abdulaziz Alhurishi and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Teachers Educational Beliefs on the Classroom Use of Computers in Saudi Arabian Primary Schools written by Manal Abdullah Alabbas (III) and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Emerging Technologies for Education written by Tianyong Hao and published by Springer. This book was released on 2018-11-05 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the thoroughly refereed post-workshop proceedings of the Third International Symposium, SETE 2018, held in conjunction with ICWL 2018, Chiang Mai, Thailand, in August 2018. The 23 full and 3 short papers were carefully reviewed and selected from 51 submissions. The papers have been organized in the following topical sections: Emerging Technologies of Design, Model and Framework of Learning Systems; Emerging Technologies Support for Intelligent Tutoring; Emerging Technologies Support for Game-Based and Joyful Learning; Emerging Technologies of Pedagogical Issues; UMLL (International Symposium on User Modeling and Language Learning); ETLTL (International Workshop on Educational Technology for Language and Translation Learning)
Download or read book Beliefs and Perceptions of Early Childhood Teachers in Jeddah Saudi Arabia about Classroom Assesments in Preschools written by Zain I. Nassif and published by . This book was released on 2007 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Knowledge and Practice of Assessment in Early Childhood Education in the Kingdom of Saudi Arabia written by Nada Talal Kabli and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to explore teachers’ knowledge and use of, and perceptions about assessment in early childhood in Saudi Arabia. Recently, there has been an intensive focus on early childhood education and improving the education system in Saudi Arabia. This study involved qualitative interviews with ten teachers and four principals. The interview questions were focused on teachers’ and principals’ knowledge of assessment, their use of assessment, and their perceptions about assessment. Teachers described assessment as the practice of collecting information about each child. Their knowledge of assessment varied by their experience and training. The teachers used assessments every day and they tended to document their assessments using the Noor system. The principals seemed to be responding to the questions in a very careful manner and some did not have a response to some of the questions. The principals talked about the importance of parents' involvement. Also, the principals said that they provided training for the teachers. The results are presented in detail and discussed with recommendations for teachers, programs, and administrators.
Download or read book Exploring Early Childhood Teachers Perceptions and Practices Regarding Technology Integration in Literacy Instruction written by Moneerah Al Jabr and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple-case study was to investigate early childhood teachers' perceptions of how technology integration contributes to the development of young children's literacy. I sought to understand their perspectives on the differences between traditional and digital literacies, the benefits of using technology for this purpose, and how they perceived their role in planning and implementing technology-integrated literacy activities. Finally, the study examined how teachers' perceptions, beliefs, teaching experiences, and technology knowledge influenced their classroom practices. The study drew from sociocultural and multimodal perspectives that view children's use of digital devices as tools to make meaning and engage with multimodal texts as social practice influenced by their interactions and conversations with teachers and peers in classrooms. Ten early childhood teachers from three different elementary schools agreed to participate in the study. Data were collected from semi-structured interviews and reviews of lesson plans and instructional PowerPoints. The data were analyzed through two cycles of coding that generated four overarching themes: 1) teachers' beliefs and understanding of digital literacies, 2) digital literacy experiences in early childhood classrooms, 3) teachers' roles in technology-enhanced instruction, and 4) facilitators and barriers to digital technology integration. The study found that participating teachers recognized the importance of integrating digital technologies into their traditional literacy instruction in moderation with the exception of pre-K teachers who asserted that digital technology was inappropriate in pre-K classrooms. The teachers tended to conceptualize digital literacies as the absence of physical aspects and materials and the consumption of digital texts. In addition, teachers observed common benefits related to technology integration including providing audio and visual modes to supplement print-centric literacy, maintaining students 'attention by projecting stories and letters on an interactive whiteboard, and facilitating individualized learning using apps that assess students' reading levels. The teachers provided opportunities for students to watch videos about letters and sight words and play literacy games on tablets and Chromebooks. With guidance and modeling, most teachers encouraged the students to read e-books and play literacy games. The findings suggest implications for teachers, administrators, teacher educators, policymakers for effective integration of technology in early childhood classrooms and to overcome obstacles that teachers might encounter. The findings could be used to guide professional development based on teachers' perspectives and classroom experiences to better meet their needs because they are the key to more productive technology integration. Such support is needed to help teachers realize the potential of digital technology to transform literacy learning and prepare young children to be literate in the 21st century.
Download or read book Students and Teachers Beliefs and Attitudes Toward Using Computers in Language Classrooms in Tatweer Schools in Saudi Arabia written by Saud Abdulali Alharbi and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Saudi Arabian Female Teachers Attitudes Towards the Inclusion of Children with Autism Into Mainstream Classrooms written by Ghada Saleh S. Alhudaithi and published by . This book was released on 2015 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reforming Saudi Early Childhood Education written by Ghadah Alsedrani and published by . This book was released on 2018 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this dissertation study is to describe, explain, and analyze teachers', supervisors', and educational administrators' perspectives, or self-reported opinions, regarding their current practices and policies of Early Childhood Education (ECE) in Saudi Arabia (SA), and the challenges and the benefits of adopting the Reggio Emilia approach (REA) into early childhood institutions in SA. ECE faces many challenges in SA, such as: the traditional role of the teachers, a standard curriculum that is planned in advance, lack of collaboration with families, centralized education management, and the image of the child as passive learner (Metwaly, 2007). With these in mind, I argued that implementing the REA in Saudi kindergartens in a way that suits the social, culture, and religious context may help overcome some of the challenges that are confronting ECE in SA today. Three theoretical frameworks guided this study: social constructivist theory, the community of collaboration perspective, and the theoretical foundation of ECE in SA. The social constructivist theory and community of collaboration perspective offered a comprehensive understanding of the RE philosophy and its core principles by explaining how children learn and the critical importance of community collaboration. In addition, examining the theoretical foundations of ECE in SA guided my understanding of current Saudi ECE practices and policies. This study used in-depth interviews to explore and analyze ECE teachers', supervisors', and educational provincial administrators' perspectives in Riyadh about the potential benefits and challenges of implementing the REA into the Saudi ECE context. Audiotapes and transcriptions from individual interviews with participants were used as data sources, along with documents and analytic memos. Data were analyzed using the constant comparative analysis approach; this can provide opportunities to explore the participants' opinions about the likelihood of implementing the REA, what it would take to adopt it if possible, and how it could be modified to fit the social, cultural, and religious context in SA."--Pages ix-x.
Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Technology in Facilitating Young Children s Literacy Development written by Lana Lanuyen Tran (Graduate student) and published by . This book was released on 2021 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This qualitative study explores the use of technology by early childhood teachers to enhance early literacy development. It explores their beliefs, challenges, and any support they considered necessary to use technology in their classrooms. Additionally, this study seeks to understand preschool and kindergarten teachers' pedagogies as they relate to technology. As such, the study sampled five preschool teachers and five kindergarten teachers in Southern California. Each participant was interviewed one-on-one with the researcher. Their responses were transcribed and analyzed by the researcher using an inductive approach. The findings show that all kindergarten teachers support using technology to promote literacy learning, while about half of the preschool teachers were against such practice. Interestingly, two preschool teachers favored using technology in their ECE classrooms. Nonetheless, the findings show the need for training in such practices for ECE teachers and call for future research to examine technology's efficacy as a learning tool for emergent learning (i.e., virtual learning).
Download or read book Dance written by Barbara Snook and published by . This book was released on 2014 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by award-winning author, Barbara Snook, this colourful new edition of Dance: Count Me In! Has been updated with all new content. This second edition includes dance theory, history, ICT and a huge range of new activities, all of which are written to the Australian Curriculum - The Arts. Two new chapters have been added - Somatics and Creative Activities, the latter of which is a bonus chapter exclusively devoted to new activities. Dance: Count Me In!, second edition, is designed to inspire and stimulate students' interest in dance through the inclusion of a range of new technology and multimedia in the form of videos, songs, online crosswords, and links to external websites housing further media.
Download or read book Handbook of Research on STEM Education written by Carla C. Johnson and published by Routledge. This book was released on 2020-04-27 with total page 619 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.
