Learning leaders have important roles in facilitating and supporting the effective and innovative... more Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into this role organically over time based on their recognized performance. School administrators may not have the skills to make decisions for technology integration for learning. Effective ICT learning leaders exhibit the ability to create a shared vision, remain pedagogically focused, and seek and contribute to ongoing professional development. Recognizing characteristics of learning leaders who are innovators in technology integration is an important step in the overall improvement of education systems. This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and the types of professional development that best support learning for these leaders. The paper also addresses the important role of 2 assessment, in order to continue the quest to determine what technology-enhanced interventions and innovations work for whom, in what contexts, and under what conditions.
INTEGRATION IN TEACHER EDUCATION 2.1 Introduction 2.2 Attitudes toward and skills of ICT use 2.3 ... more INTEGRATION IN TEACHER EDUCATION 2.1 Introduction 2.2 Attitudes toward and skills of ICT use 2.3 Research questions 2.4 Methodology 2.4.1 Participants 2.4.2 Instruments 2.5 Results ii 2.6 Conclusion and discussion 2.6.1 The current curriculum and the role of ICT in particular 2.6.2 The attitudes and skills of the pre-service science teachers toward ICT 2.6.3 Pre-service science teachers' needs in relation to ICT 3. ICT INTEGRATION THROUGH DESIGN TEAMS IN SCIENCE TEACHER PREPARATION 4. DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN PRE-SERVICE SCIENCE TEACHERS: THE POTENTIAL OF BLENDED SUPPORT FOR LEARNING 4.1 Introduction 4.2 Theoretical framework 4.3 The intervention iii 4.4 Problem statement and research questions 4.5 Methodology 4.5.1 Participants 4.5.2 Instruments 4.5.3 Data analysis 4.6 Results 4.6.1 Development of knowledge and skills and attitude toward ICT while working in DTs 4.6.2 The difference between Human support and Blended support groups in relation to change in TPACK skills and attitude toward ICT 4.6.3 Blended support experience of the pre-service teachers' experience during the intervention 4.7 Conclusion and discussion 5 PRE-SERVICE TEACHERS' COMPETENCIES FOR ICT INTEGRATION: WHAT DO LEARNING OUTCOMES AND SELF-REPORTED DATA TELL? 6 EPILOGUE 6.1 Recapitulation: Aims and research questions 6.2 Research approach iv 6.3 Studies reported 6.3.1 1st study: Feasibility, perceptions, and attitudes 6.3.2 2nd study: TPACK and Teacher Design Teams 6.3.3 3rd study: Blended support for learning 6.3.4 4th study: Measuring TPACK development 6.4 Reflections of the research approach 6.5 Reflections on outcomes 6.5.1 The importance of the needs and context analysis 6.5.2 Effectiveness of Design Teams 6.5.3 Assessing TPACK development 6.6 Recommendations 6.6.1 Design Teams as approach for pre-service science teacher preparation at PAAET 6.6.2 ICT integration in the pre-service science teachers preparation curriculum at PAAET 6.6.3 Guidance for beginning teachers' on ICT integration after graduation 6.6.4 Self-and peer evaluation 6.6.
Symposium A Quarterly Journal In Modern Foreign Literatures, 2010
This symposium reports about research on professional development strategies that prepare pre-ser... more This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to teachers' professional ...
This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher educati... more This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that...
Higher Education - Reflections From the Field [Working Title]
Digital technology is revolutionizing education. It has the power to alter the way we approach an... more Digital technology is revolutionizing education. It has the power to alter the way we approach and deliver education, increase student engagement, and improve the efficiency of both teaching and learning. It can be a more flexible learning option for students with busy schedules or who live in remote areas and help to ensure that all students have the opportunity to succeed. In addition, EdTech in education can also provide students with the flexibility to learn in a way that suits their individual needs. One of the most important advantages of using EdTech to enable teachers to create online courses where students can learn in their own space and at their own pace is that it can help to close the achievement gap. Finally, using EdTech to create online courses can also help to improve student engagement. COVID-19 rapidly accelerated the implementation and acceptance of online education worldwide. This online course revolution is changing the education landscape and providing new opp...
Springer International Handbooks of Education, 2018
The chapter refers to policies toward information and communication technology (ICT) in primary a... more The chapter refers to policies toward information and communication technology (ICT) in primary and secondary education from the perspective of Middle East and North African region (MENA). The MENA region includes countries that vary in culture, language, religion and resources. Since it is quite difficult to cover the whole region, the researchers excluded some countries (i.e. Cyprus, Iran, Israel, & Turkey) that only share the geographical location with the other countries in the region. The analytical approach had been used to provide information on how policy deals with integrating ICT in teaching and learning in primary and secondary education in MENA region. Trends and developments are identified by analysing policy plans and strategies. Six main trends were identified in the region. The trends include using ICT in primary and secondary education to increase access to formal education, using ICT to improve teaching and to prepare students for future jobs, using data to align learning with job market, analysing performance for personalize learning, and utilizing online learning for learning and skills development. The most important finding of this section is that countries in the MENA region are willing to move forward the adoption of ICT in education by increasing their spending on planning and implementing ICT in education. However, the process of planning and implementation is not always successful due to different factors. The main challenges were: financial challenge, less attention given for the pedagogy behind ICT integration, resistance from actors, lack of cooperation, contextual challenges, technical challenges, and social and political challenges.
Learning leaders have important roles in facilitating and supporting the effective and innovative... more Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into this role organically over time based on their recognized performance. School administrators may not have the skills to make decisions for technology integration for learning. Effective ICT learning leaders exhibit the ability to create a shared vision, remain pedagogically focused, and seek and contribute to ongoing professional development. Recognizing characteristics of learning leaders who are innovators in technology integration is an important step in the overall improvement of education systems. This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and the types of professional development that best support learning for these leaders. The paper also addresses the important role of 2 assessment, in order to continue the quest to determine what technology-enhanced interventions and innovations work for whom, in what contexts, and under what conditions.
INTEGRATION IN TEACHER EDUCATION 2.1 Introduction 2.2 Attitudes toward and skills of ICT use 2.3 ... more INTEGRATION IN TEACHER EDUCATION 2.1 Introduction 2.2 Attitudes toward and skills of ICT use 2.3 Research questions 2.4 Methodology 2.4.1 Participants 2.4.2 Instruments 2.5 Results ii 2.6 Conclusion and discussion 2.6.1 The current curriculum and the role of ICT in particular 2.6.2 The attitudes and skills of the pre-service science teachers toward ICT 2.6.3 Pre-service science teachers' needs in relation to ICT 3. ICT INTEGRATION THROUGH DESIGN TEAMS IN SCIENCE TEACHER PREPARATION 4. DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN PRE-SERVICE SCIENCE TEACHERS: THE POTENTIAL OF BLENDED SUPPORT FOR LEARNING 4.1 Introduction 4.2 Theoretical framework 4.3 The intervention iii 4.4 Problem statement and research questions 4.5 Methodology 4.5.1 Participants 4.5.2 Instruments 4.5.3 Data analysis 4.6 Results 4.6.1 Development of knowledge and skills and attitude toward ICT while working in DTs 4.6.2 The difference between Human support and Blended support groups in relation to change in TPACK skills and attitude toward ICT 4.6.3 Blended support experience of the pre-service teachers' experience during the intervention 4.7 Conclusion and discussion 5 PRE-SERVICE TEACHERS' COMPETENCIES FOR ICT INTEGRATION: WHAT DO LEARNING OUTCOMES AND SELF-REPORTED DATA TELL? 6 EPILOGUE 6.1 Recapitulation: Aims and research questions 6.2 Research approach iv 6.3 Studies reported 6.3.1 1st study: Feasibility, perceptions, and attitudes 6.3.2 2nd study: TPACK and Teacher Design Teams 6.3.3 3rd study: Blended support for learning 6.3.4 4th study: Measuring TPACK development 6.4 Reflections of the research approach 6.5 Reflections on outcomes 6.5.1 The importance of the needs and context analysis 6.5.2 Effectiveness of Design Teams 6.5.3 Assessing TPACK development 6.6 Recommendations 6.6.1 Design Teams as approach for pre-service science teacher preparation at PAAET 6.6.2 ICT integration in the pre-service science teachers preparation curriculum at PAAET 6.6.3 Guidance for beginning teachers' on ICT integration after graduation 6.6.4 Self-and peer evaluation 6.6.
Symposium A Quarterly Journal In Modern Foreign Literatures, 2010
This symposium reports about research on professional development strategies that prepare pre-ser... more This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to teachers' professional ...
This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher educati... more This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that...
Higher Education - Reflections From the Field [Working Title]
Digital technology is revolutionizing education. It has the power to alter the way we approach an... more Digital technology is revolutionizing education. It has the power to alter the way we approach and deliver education, increase student engagement, and improve the efficiency of both teaching and learning. It can be a more flexible learning option for students with busy schedules or who live in remote areas and help to ensure that all students have the opportunity to succeed. In addition, EdTech in education can also provide students with the flexibility to learn in a way that suits their individual needs. One of the most important advantages of using EdTech to enable teachers to create online courses where students can learn in their own space and at their own pace is that it can help to close the achievement gap. Finally, using EdTech to create online courses can also help to improve student engagement. COVID-19 rapidly accelerated the implementation and acceptance of online education worldwide. This online course revolution is changing the education landscape and providing new opp...
Springer International Handbooks of Education, 2018
The chapter refers to policies toward information and communication technology (ICT) in primary a... more The chapter refers to policies toward information and communication technology (ICT) in primary and secondary education from the perspective of Middle East and North African region (MENA). The MENA region includes countries that vary in culture, language, religion and resources. Since it is quite difficult to cover the whole region, the researchers excluded some countries (i.e. Cyprus, Iran, Israel, & Turkey) that only share the geographical location with the other countries in the region. The analytical approach had been used to provide information on how policy deals with integrating ICT in teaching and learning in primary and secondary education in MENA region. Trends and developments are identified by analysing policy plans and strategies. Six main trends were identified in the region. The trends include using ICT in primary and secondary education to increase access to formal education, using ICT to improve teaching and to prepare students for future jobs, using data to align learning with job market, analysing performance for personalize learning, and utilizing online learning for learning and skills development. The most important finding of this section is that countries in the MENA region are willing to move forward the adoption of ICT in education by increasing their spending on planning and implementing ICT in education. However, the process of planning and implementation is not always successful due to different factors. The main challenges were: financial challenge, less attention given for the pedagogy behind ICT integration, resistance from actors, lack of cooperation, contextual challenges, technical challenges, and social and political challenges.
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Papers by Ghaida Alayyar