In this case, technology has a double role. First, students should to be able to continually adapt to a work world where there is a continuous innovation of technology. In turn, information technology and communications has given an approach for students to the worldwide education. Also, the technological progress has increased demand for lifelong learning which is the part of the knowledge economy discourse. In this context, primary and secondary education becomes preparation for the lifelong learning required by the rapidly changing technology of the knowledge economy.
Manlongat (2010) added that the teacher is the main facilitator of education. The teaching performances are important to the attainment of the goals of education and ultimately to the achievement of student’s learning objective. Furthermore, Lalas (2011) stated that some educators keep on searching for the best means and ways of giving assistance to both teachers and the learner, especially in the teaching and learning processes in order to facilitate the progression and innovations of effective teaching introduced in the field and to upgrade the teacher competencies. Thus, the teacher should be trained to present lessons in varied ways and employ different methods to meet the needs of the learner. Among these are: using music, cooperative learning art activities,
TPACK can be redefined as; the pedagogical dimensions that use the new technologies in constructive methods to deliver subject content in a manner that offers the learners a new understanding of the world around them. Basically the combination of these three factors technology, pedagogy and content knowledge have formed and shaped the TPACK model to be considered as the most important element in the learning process, the TPACK in the learning process can lead to success or failure process or outcomes, it depends on both the student and the teacher, everyone has his own role for it to be successful, the students have to improve their skills in the ICT as a receiver, their social communications and his critical thinking to be able to deal with the pedagogy dimension can be used inside the classroom, and regarding the teacher has to develop his skills in the ICT as well but as a sender, has to have a deep understanding for the pedagogy dimensions and to have a strong back ground about the taught subject therefore TPACK does not mean that the teacher has to deal with each element of (T, P, and C) separately but it means in simple words that the teacher has to create the pot where he needs to place these elements together for the complex interaction amongst them to take place which can be considered later as the integration between the technology and the
Introduction of these educational changes like school reform, teaching and teacher professionalism is possible through new curricula. In order to design , develop and disseminate this new curriculum we need a specialized development team but we must be aware that during the era of education reform, effective utilization of this new curriculum lies in the hands of regular teachers. By the actions that the educational system take, when it introduces this new curriculum, it can cause serious resistance to the changes. Resistance to educational change can be defined as students ' and teachers ' affective, cognitive and behavioral specific responses or acts of opposing or struggling with modifications because there is a vested interest in maintaining the status quo(Bemmels and Reshef, 1991; Van den Heuvel, 2009). Teachers resist change when it is introduced to them poorly, when it affects how they do their work, and when they don 't see the need for the changes.
The above trends are valid as they define principles one needs to consider while rethinking leadership qualities and provide guidelines to help one define and set goals in their own context for school improvement process. We all agree that schools are complex dynamic systems that have an influence on the students’ academic, social and behavioural learning. Since there are so many changes in society, economy, etc., but also in the school system, the individual school must become a “learning school” in a twofold sense. Besides promoting the learning processes of individuals, the whole school, as an autonomous organizational unit, must learn, which means that it has to flexibly adapt to social, economic, and cultural developments, sometimes even
Learning is a continuous process and should happen in a changing world by the learners adapting to the changes. To achieve this, we need to involve the learners in designing their own learning contracts or learner generated contexts 10,11,12 (learning content, learning context, assessment) with the help of teachers. make the curriculum as well as assessment more flexible2,13,14 The concept of heutagogy is one step forward in shifting the control of learning to the learners and enabling them to engage in life-long learning.15 Heutagogy relies on
Those who have managed to overcome the barriers of language, culture and perceptions; we are the agents of change and people who crave our community. We need students willing to change laws and institutions, and turn challenges into opportunities to excel and put the name of our community up. The path of higher education might do like a huge puzzle that seems to be endless. Hence, it is necessary to provide comprehensive education, scientific and humanistic allowing graduates’ awareness and capacity for service to the nation and a professional performance of excellence. The strategy is the impulse to teaching-learning process under a model tutorial, which allows the student to assimilate knowledge, develop skills, change attitudes and behaviours favourable to take their practice (Brown,
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
My concern being that help seeking is a vital component of learning as in interacting and engagement in class content. This problem can be encountered by conducting the atmosphere in the classroom to concentrate in positivity and providing inclusion. As Newman writes, “teachers and peers can facilitate adaptive help seeking by providing students with involvement, support for autonomy, and support for competence” (Newman,
They are inclusive and are much concerned for development of students. They learn about new methods of teaching and continuously urge their teachers to implement them in class for maximum and easy learning of students. They provide environment of learning inside and outside the classroom. Their strategies are clear and they usually focus on using them to make education interesting for students. Best leaders are best communicators.