Posts Tagged ‘training’
Welcome to Just in Time Training To You (JiT2U) : Web 2.0 Tools. This mobile module is meant to gently introduce the concepts and potentials of Web 2.0 tools for educators and learners.
JiT2U is designed by Prof Dr Mohamed Amin Embi and Dr Afendi Hamat from Universiti Kebangsaan Malaysia. We appreciate any suggestions and feedback from users on how to improve and deliver a better training experience for the benefits of teaching and learning.
The Top 100 crunches together individual rankings from Google PageRank, Moz Rank, Alexa, Hubspot’s Web grader and Compete. Rankings from link based measurement tools like Moz or Google PageRank have been given more weight than tools like Compete or Alexa, which use smaller samples. We’ve also considered the number of pages that a website has indexed in Google, blogs, social reach and the number of domains linking-in to each website. All ranking tools have strengths and weaknesses (don’t even get us started on that one), but together they paint an interesting and valuable picture we think.
But creating the eLearning, training and development industry’s first Hot 100 is just the beginning really. Our next objective is to study what’s really working well for the companies at the top end of the chart. It’s not enough to state the obvious: Everyone knows that good relevant content delivered over an optimised web platform = a lead nurturing website that converts visitors into customers. What’s really interesting is to understand how the rules of great relevance marketing apply to the eLearning, training and development sector in particular.
Numerous developing countries are currently executing or planning—pouring both hope and money into projects that introduce technology into their educational systems. This paper puts forth the assertion that developing world ICT-in-education projects will continue to disappoint until they are reconceptualized and redesigned to incorporate three transformative concepts: teachers play the key role in determining the success or failure of such projects; change is a years-long process and not a one-time event; and teachers need ongoing support to adopt the technology and should be treated as stakeholders in the innovation-adoption process. In the Macedonian nationwide computers-in-schools project herein described, teachers received extremely comprehensive advance training in both computer use and methods of actively incorporating technology into their curriculum and teaching. Still, the majority of teachers are not successfully employing technology in the classroom three years after the training and deployment were carried out. This paper applies the Concerns-Based Adoption Model (or CBAM, which describes how individuals’ concerns evolve as they undergo the process of change and how these concerns may be addressed over time) to Macedonia’s experience. CBAM serves as a lens through which to examine ICT-in-education efforts and determine whether they effectively match up with how teachers experience change and where there is room for improvement in such efforts.
This means that the one-and-done format of training, which had been employed, was not going to be effective. We realized that training needed to be ongoing, addressing the teachers’ concerns and needs as they arose, and that they needed support throughout the years-long process of change (which they weren’t getting). Principals and other key school administrators had not expressly received relevant training, and did not understand their key role in supporting the teachers through the change process – and therefore, were not performing this role.
I have often been asked for insights into what would ensure the highest degree of quality integration of technology into the classroom. There are a number of compulsory components that must be effectively addressed if we are to truly observe the full benefits to learners and educators. The one area however that seems to consistently perform weakly is in the area of teacher professional development.