Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/91294
Type of publication: conference paper
Type of publication (PDB): Tezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)
Field of Science: Edukologija / Education (S007)
Author(s): Kasperiūnienė, Judita;Daukilas, Sigitas
Title: Smart Educational Technology in the Learning Process at a Rural Vocational Training Institution - A Case Study
Is part of: Rural Development 2017 [elektroninis išteklius]: Bioeconomy Challenges : The 8th International Scientific Conference, 23-24th November, 2017, Aleksandras Stulginskis University : Abstracts Book. Akademija : Aleksandras Stulginskis University, 2017
Extent: p. 284-285
Date: 2017
Note: Puslapiai nurodyti pagal pataisytą leidinį
Keywords: Case study;learning process;smart education technology;teachers’ perspective;rural vocational training institution
ISBN: 9786094491238
Abstract: Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology could draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty-five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity
Internet: http://www.ruraldevelopment.lt/doc/SANTRAUKOS_%20GERAS.pdf
Affiliation(s): Vytauto Didžiojo universitetas
Žemės ūkio akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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