Teacher Workshops Research Articles

E-Learning Integrated STEM Education Center (eLISE) in Asia: A Reflection Case Study of Taiwan and Vietnam Research Project

Objective:This article describes the implementation plan, advance and future directions of the academic and educational research center eLISE (e-Learning Integrated STEM Education Center) whose foundation intends to narrow the collaboration between Taiwan and Vietnam in e-Learning and STEM (Science, Technology, Engineering, Mathematics) in the framework of the New Southbound Policy[1], a long-term project announced by the Taiwanese government to strengthen the partnership with South Asian countries.
 Originality / contribution:This article contributes to the reflection about the promotion of international cooperation in innovation, scientific and technological research as well as the analysis of public policies guided towards e-Learning and STEM innovation.
 Information collection method / strategies: The stages of the research and innovation process were (1) Innovation e-Learning and STEM Instruction teaching material and module: test application, teacher workshops and interviews (2) Innovation e-Learning and STEM assessment through CloudClassRoom observation with Gamified Electronic Audio Response System and Google Bert. 
 Conclusions: The description of the implementation of eLISE, the explanation of the development of innovative curriculums and teacher workshops, as well as the talent exchange and the cooperation between industry and academy, highlights the importance of cultivate talents and workforces educated through STEM and e-Learning, seeking regional development and prosperity for both, Taiwan and Vietnam.
 
 [1] Office of Trade Negotiations, executive Yuan, Bureau of Foreign Trade, T. M. of E. A. New Southbound Policy Guidelines and Action Plan. (Taipei, 2017).

Specialised Knowledge Network Activated in Teacher Education to Answer to a Mathematical Why on Fraction Division

Background: One way to deal with the complexity inherent in teaching is to advance in understanding the relationships between the different types of knowledge used in teaching practice. Objective: To characterise specialised teaching knowledge and its connections established in a formative context of elaborating an answer to students on why to invert-and-multiply to divide fractions. Design: Qualitative analytical-descriptive study, associating the mathematics teachers’ specialised knowledge (MTSK) and a teacher education course anchored in a teaching practice situation. Setting and participants: A teacher education workshop for in-service and preservice mathematics teachers, from which we carried out an in-depth analysis of the data collected from two participants (a preservice teacher and a teacher). Data collection and analysis: We obtained data during the workshop and an interview with the subjects and used content analysis, the MTSK analysis instrument, the MTSK cluster and the MTSK network diagram enabled to describe the connections between types of knowledge. Results: The activated network contains knowledge from all MTSK subdomains, exercising different levels of importance and roles (from the action itself to its support). The route of construction of the answer started from a mathematical layer towards didactic elements, reflecting the level of development (including gaps) of the subjects on justifications of algorithms and didactic aspects. Conclusion: A seemingly simple teaching action (answering a student question) mobilised all the MTSK subdomains and activated an intricate procurement network, requiring specialised, reasoned, and intentional teaching preparation.

Educational quality assurance: social community services program for rural area

This study aims to evaluate the implementation of the workshop in using google classroom as social community services for elementary school teachers and learning assistance at home for Elementary school students in Kare district, Madiun. With the Covid-19 pandemic outbreak, there were several problems faced by teachers and students in several elementary schools in Kare, they are;1) teachers had a problem in operating google classroom as media for teaching, 2) students had a problem in using Google Classroom, 3) Parents had difficulty in monitoring or assisting children’ work. Starting from this problem, it is necessary to do a workshop for teachers in maximizing the using of Google Classroom and doing a learning assistance program for students at home. Furthermore, the steps in implementing this program are; 1) doing workshops and mentoring teachers; 2) mentoring and assisting student s;3) reflecting on activities and planning follow-up and program dissemination. The participants of this workshop were 26 teachers; while the participants of home-community were 10 groups which consist of 66 pupils handled by 12 university students. By doing this program, it is hoped that there will be an improvement in the quality of online teaching learning process in the elementary schools in Kare, Madiun. The results showed that:1) 81% of teachers were enthusiastic in participating in the workshop of Google Classroom, 2) the activities in assisting students at home done by Universitas PGRI Madiun’s students helped primary students in understanding the material and using Google Classroom, even though 34% of students still had connectivity problems in accessing Google Classroom, 3) 75% of parents were satisfied with Home Learning Assistance done by UNIPMA’s students.

Social Network Analysis on Interactive Behavior of Physical Education Teachers: A Case Study of Hunan Teacher Workshop

PURPOSE The purpose of this study was to improve the training efficiency of physical education teachers'' workshops and realize the improvement of teachers'' professional skills by discovering the structural characteristics of the interactive behaviors and semantic comments of the training members of physical education (PE) teacher workshop. METHOD Based on the social network analysis, Ucinet6.5 was used to analyze the basic attributes, betweenness centrality, core-periphery structure, block model structure, and semantic high-frequency vocabulary network structure characteristics of the members of the PE teacher workshop. RESULT The results showed that the cohesion, transmissibility and reciprocity were low; the interactive resource control of members was extremely unbalanced; core members account for 37.12%, whose modules had less interaction and lack reciprocity; the comments of core members were related to the content of physical education teaching and were significantly different from those of marginal members. CONCLUSION The network members of PE teacher workshop lacked active sharing consciousness; the core members did not pay enough attention. We should focus on exerting the influence of core members, avoid the influence of high dropout rate and insufficient interaction, and promote the sustainable development of research.

Effectiveness of the WebQuest Strategy-Based Educational Platform and Learning Environment in Acquiring Biological Concepts and Systemic Thinking in the Biology Course among Pre-Service Teachers

This study aims at uncovering the effectiveness of the WebQuest strategy-based learning environment in the teaching of biological concepts and imparting of systemic thinking. The participants of the study, 64 pre-service teachers (students) for the 2020–2021 academic year, were divided randomly into experimental and control groups. WhatsApp groups were used to communicate with the students. To achieve the study’s objectives, a teacher’s manual for biological concepts was prepared following the WebQuest Model; the WebQuests were created using the Zunal computer programmes. Both biological concepts and systemic thinking assessments were prepared and the study tools were tested for accuracy and reliability. To answer the research questions, data were analysed using ANCOVA and MANCOVA. There were significant differences between the average performances of the two study groups on the scale of the acquisition of biological concepts in favour of the experimental group. Additionally, there were significant differences between the average performances of the groups on a scale of systemic thinking in favour of the experimental group. The results encouraged the educational supervisors to hold training courses and workshops for science teachers, training them in the use of the WebQuest strategy in science teaching and urging its implementation in teaching – through individual instruction and publications. The Ministry of Education must play a role in designing and writing the science curricula and provide a guide for the teachers explaining the ways to employ the WebQuest strategy in the process of teaching science.

Educating Software and AI Stakeholders About Algorithmic Fairness, Accountability, Transparency and Ethics

This paper discusses educating stakeholders of algorithmic systems (systems that apply Artificial Intelligence/Machine learning algorithms) in the areas of algorithmic fairness, accountability, transparency and ethics (FATE). We begin by establishing the need for such education and identifying the intended consumers of educational materials on the topic. We discuss the topics of greatest concern and in need of educational resources; we also survey the existing materials and past experiences in such education, noting the scarcity of suitable material on aspects of fairness in particular. We use an example of a college admission platform to illustrate our ideas. We conclude with recommendations for further work in the area and report on the first steps taken towards achieving this goal in the framework of an academic graduate seminar course, a graduate summer school, an embedded lecture in a software engineering course, and a workshop for high school teachers.

Moderating the Relationship Between Student’s Gender and Science Motivation

Researchers are interested in students’ motivation to learn science as it impacts other aspects of students’ learning. One aspect of this motivation is the gender issue, how it impacts student’s motivation and how it is mediated and moderated by other educational variables. The issue of gender impact on motivation has been studied for more than two decades, which makes the present research interested in studying how background variables as student’s ability, school level and teacher’s gender moderate the relationship between student’s gender and the different components of science motivation. The research design is that of moderation design through multiple regression. The sampling was a cluster sampling. The instrument used was the social-cognitive motivation questionnaire, and data analysis was done using regression and moderation analysis in SPSS 25 Statistical Package. Eight hundred, thirty-seven students, from the primary, middle and secondary schools participated in the research. The research results indicated that each of the three variables moderated between student’s gender and part of the components of science motivation. The research concludes that the science teaching methods need to be diverse to fit both male and female science students, which could assist the learning of science in the secondary school from the two genders. Moreover, utilizing different teaching methods would support all ability -level students. In addition, holding workshops for teachers that discuss the gender issue in science education can help address this issue.

Analysis Of The Chemistry Book For The Third Grade Medium On The Skills Of The 21st Century

: The current study aims to analyze the content of the chemistry book for the third middle grade according to the skills of the 21st century for the academic year (2020-2021).
 To achieve this goal, a list of 21st century skills to be included in the chemistry book for the third grade was built after a series of literature, research and previous studies, as the 21st century skills tool was built with its main and sub-skills in its initial form consisted of (68) indicators distributed in three main groups and presented the list to a group of specialists in the field of curriculum and teaching methods, Thus the tool was formed in its final form of (59) sub-issue, and then analyzed the content of the chemistry book for the third grade intermediate in light of the tool skills of the 21st century and the analysis included three books in the reality (111) pages and adopted the explicit and implicit idea of a unit for recording and repetition, and the researcher found the sincerity of the analysis by presenting a random sample of analysis to a group of arbitrators and they agreed on the validity of the analysis Using the Holiste equation, stability was calculated in agreement with external analysts and with the researcher herself, and one of the most important findings of the researcher was that the chemistry book for the third grade average dissonance obtained a percentage (43.76%) By (658) repetitions In the light of the results of the research, the researcher came up with a number of recommendations, including:-:
 1 -Attention to the principle of integration between the topics of books and include them what is modern.
 2 -Training teachers in educational and educational practices that lead to the development of all skills and development among learners by employing educational experiences and attitudes to apply research and exploration behavior using the skills of the 21st century.
 3 -The need to conduct educational courses and workshops for teachers to increase their awareness of the importance of 21st-century skills.
 . The researcher suggested completing this study several proposals, including:-
 1-Study sing the level of awareness of 21st-century skills among teachers, supervisors, and school principals.
 2-Study on the obstacles of developing the skills of the 21st century and developing proposed solutions.

PENERAPAN KOMUNIKASI ORGANISASI DI SMK BATIK 2 SURAKARTA

<p>The research aims to describe the implementation of organization communication, challenges, and solutions organizational communication at SMK Batik 2 Surakarta. The method used in this study used a qualitative method with a descriptive approach using primary data in the form of interviews, observation and document analysis. The sampling technique uses purposive sampling to determine the first informant and uses a side snowball to find the second information and so on until the data is saturated. Secondary data using literature study in the form of related research. The validity test used source triangulation<br />The research aimed to find out : (1) The application of organizational communication at Batik 2 Surakarta has been implemented in accordance with the organizational structure in which the part studied is the form of communication consisting of formal and informal, communication mechanisms consisting of Principals and Deputy Principals, Principals and Committees, Principals and Teachers and staff, Principals and Students, Teachers and Staff, Teachers and Teachers, Staff and Staff, aspects that are communicated consisting of informal work and activities, the method used is persuasive and informative, as well as the media used, namely oral, written and electronic media as an organizational effort to achieve its goals well. (2) Obstacles that occur in the application of organizational communication include: (a) lack of coordination in carrying out tasks; (b) the limitations of some teachers in operating electronic communication media; (c) there was a misunderstanding in sending and receiving information. (3) Efforts to overcome obstacles in the application of organizational communication, namely creating good and harmonious communication between colleagues, scheduling workshops for teachers who have not been able to master electronic communication media, socialization in accordance with policies.</p>

فاعلیة الدمج بین استراتیجیتی المحطات العلمیة وحدائق الأفکار فی تنمیة التفکیر المنتج وحب الریاضیات لدى تلامیذ المرحلة الإعدادیة The effectiveness of combining the two strategies of scientific stations and gardens of ideas in developing productive thinking and a love of mathematics among prep school students.

هدف البحث إلى قياس فاعلية الدمج بين استراتيجيتي المحطات العلمية وحدائق الأفکار في تنمية التفکير المنتج وحب الرباضيات لدى تلاميذ المرحلة الإعدادية، وقد استخدم البحث المنهج التجريبي؛ حيث تکونت عينة البحث الأساسية من عينة قوامها (76) من تلاميذ الصف الأول الإعدادي، مقسمين إلى: مجموعة تجريبية (ن = 39)، ومجموعة ضابطة (ن = 37). ولتحقيق أهداف البحث تم إعداد مواد وأدوات البحث المتمثلة في: دليل المعلم، وأوراق عمل التلميذ، واختبار التفکير المنتج في الرياضيات، ومقياس حب الرياضيات؛ وتم تطبيق أداتي البحث قبليا وبعديا على مجموعتي البحث الضابطة والتجريبية. وبعد المعالجة التجريبية واختبار صحة الفروض أظهرت النتائج: تفوق تلاميذ المجموعة التجريبية على تلاميذ المجموعة الضابطة في اختبار التفکير المنتج في الرياضيات ککل (ولکل بعد من أبعاد الاختبار على حدة)، وأيضا تفوق تلاميذ المجموعة التجريبية على تلاميذ المجموعة الضابطة في مقياس حب الرياضيات ککل (ولکل بعد من أبعاد المقياس على حدة)؛ لذا أوصى البحث بضرورة إعداد دورات تدريبية، وورش عمل لمعلمين الرياضيات؛ لتدريبهم على کيفية التدريس بإستخدام المحطات العلمية، وحدائق الأفکار، وعلى کيفية الدمج بينهما The aim of the research is to measure the effectiveness of combining the two strategies of scientific stations and gardens of ideas in developing productive thinking and a love of mathematics among prep school students. The research used the experimental method; where the main research sample consisted of a sample of (76) students of the first year of middle school, divided into: an experimental group (n = 39), and a control group (n = 37). To achieve the research objectives, research materials and search tools were prepared: the teacher’s guide, the student’s worksheets, the productive thinking test in mathematics, and the mathematics love scale; The two search tools were applied before and after on the control and experimental groups. After the experimental treatment and testing the validity of the hypotheses, the results showed: the students of the experimental group outperformed the students of the control group in the test of productive thinking in mathematics as a whole (and for each dimension of the test separately), and also, the students of the experimental group outperformed the students of the control group in the measure of love of mathematics as a whole (and for each dimension of the test). dimension of scale dimensions separately); Therefore, the research recommended the necessity of preparing training courses and workshops for mathematics teachers; To train them on how to teach using scientific stations and gardens of ideas, and how to combine them.

사용자 참여 방법을 통한 초등학교 도서실 기본계획 사례연구

The purpose of this study was to provide information about elementary school library design and user participatory methods for children, focusing on the analysis and evaluation of user activities during the participation process. Burns(1979) posited four categories of user participation: awareness, perception, decision-making, and implementation. The results of the study were as follows. First, reviews of curriculum and the spatial relationships between the library and other spaces of the school, and investigation of students’ spatial experiences were necessary for the awareness process. However, it is necessary to develop effective insight opportunities for local students, who do not have many chances to encounter visual stimulation. Second, for the perception process, video clips of good designs were shown and free discussion about the library was encouraged. Third, in workshops for students, parents, and teachers involved in the decision-making process, participants requested activities such as taking a rest, playing, chatting with friends, and small meetings at the library, and suggested deck space for the outdoor spaces, stair seating, a duplex attic, etc. Modeling activities were so time consuming that the development of a modeling kit or easily handled 3D software was needed. Fourth, in the implementation process, a basic plan was suggested and shared with the participants. In conclusion, guidelines of research methodology for user participation need to be developed, especially for children.

Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools

Although policy documents emphasize the importance of integrating social, economic, and environmental dimensions into education for sustainability (EfS), there is a lack of studies investigating how social sustainability can be included in preschool teaching. Therefore, this study aims to increase knowledge about preschool teachers’ teaching practices relating to social sustainability. This study uses EfS as a conceptual framework that includes a holistic view of sustainability addressing social, economic, and environmental aspects, as well as pluralistic teaching approach from a transformative perspective. To explore the views and teaching practices, individual interviews were conducted with 12 preschool teachers from eight preschools that took part in a school development project. The project included professional development workshops for teachers on EfS and local implementation efforts. Thematic content analysis was conducted. The interviews made it apparent that the teachers initially viewed sustainability from an environmental perspective; however, after involvement in the school development project, they began to integrate the social sustainability dimension into their teaching. The teachers associated local sustainability challenges with those faced internationally. To a certain extent, children’s agency was noted in pluralistic educational activities that supported children’s active participation. The level at which preschool teachers integrated social sustainability into their teaching varied.

The Importance of E-learning in teaching religious science courses at the secondary level from the perspective of female teachers: أهمية التعلم الإلكتروني في تدريس مقررات العلوم الشرعية بالمرحلة الثانوية من وجهة نظر المعلمات

This study aimed to investigate the significance of E-learning in the teaching of religious science courses at the secondary level, and to examine the obstacles of employing it, from the perspective of female teachers in the Kingdom of Saudi Arabia. A descriptive method was used through distributing a questionnaire that composed of (26) statements divided into two main sections, in addition to an open ended question. The questionnaires were distributed over a random sample of (83) female teachers who teach the subjects of religious science for the secondary stage in the Riyadh region as the female teacher amount in this region could aid to reach an accurate study result. The results of the study showed that the significance of employing e-learning in teaching religious science courses to female teachers, was in a medium rate, with an average of (3.15) and a percentage (63%). Furthermore, the degree of the significance of employing e-learning to students was in the medium rate with an average of (3.48) with a percent of (69.6%). The results of the study also showed that teachers face several obstacles’ when utilizing e-learning in the teaching of religious science courses with a medium rate, with an average (3.44) and a percentage (68.8%). The obstacles focus on deficiencies in the Internet infrastructure and technological equipment in most schools, and the lack of adequate computers for all students, and the lack of knowledge among teachers regarding the e-learning methods and procedures. In addition to the fact that most teachers are not convinced of using e-learning in teaching religious science courses. The study also made proposals to enhance the level of employing e-learning, and the most significance suggestion is to improve the secondary schools infrastructure, and to ensure providing the necessary equipment and resources to implement e-learning for students, to enhance the level of knowledge of religious science teachers in dealing with modern technology, especially e-learning, and to allocate moral and material rewards for teachers who use e-learning effectively. The study recommended to pay attention to the preparation of specialized training programs and workshops for teachers of religious science in the field of e-learning in order to provide them with sufficient knowledge and technical skills to employ it in the educational process.

NGSS-based teacher professional development to implement engineering practices in STEM instruction

BackgroundWith widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective impacts of participation in an engineering education workshop for secondary STEM teachers as part of a 200-h professional development program. The workshop focused on the implementation of electrical engineering and biotechnology principles and design practices in disciplinary instruction, as well as training teachers to differentiate among engineering fields and advise on career pathways. The conceptual framework for the workshop design was based upon elements of the interconnected model of professional growth to identify influences contributing to engineering pedagogical self-efficacy and career awareness.ResultsThe overarching research questions addressed how professional development in engineering education affected secondary STEM teachers’ beliefs about the value of using engineering design to support learning, their self-efficacy regarding teaching engineering in their courses, perceived obstacles to effective STEM integration, and their confidence advising students about engineering post-secondary study and careers. The convergent parallel mixed methods design involved factor analysis, comparisons of means, and phenomenology with elements of grounded theory. The survey sample included 60 STEM teachers in the treatment group and 28 teachers in the control group. Six science teachers participated in interviews before and after the engineering workshops. Findings indicated that participating teachers significantly improved their confidence in engineering pedagogy, as well as their knowledge of engineering careers and precollege preparation for post-secondary engineering. Teachers expressed their views of engineering as a potentially powerful tool in developing students’ critical thinking and problem-solving skills, particularly when integrating the practices of science and engineering with the instruction of disciplinary content.ConclusionsThe results from this study demonstrate that a university-based professional development workshop series, developed by engineering and science education faculty, is an effective first-step intervention to improve the engineering knowledge and skills of secondary STEM educators, ultimately facilitating NGSS adoption in classroom instruction. Educating teachers on engineering career pathways is another innovation for the promotion of more diverse participation in engineering fields.

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

The outbreak of COVID-19 has affected every aspects of human life around the globe. Education is one of the sectors that has been severely affected due to the outbreak of coronavirus. Schools in more than 190 countries got shut down to break the chain of coronavirus. Therefore, this study was aimed to examine the perspectives of Bhutanese students towards online learning amid COVID-19 pandemic. The study employed mixed method to triangulate the data and solidify the findings. A total participants of 200 day scholar students of the school was selected through purposive sampling. Data collection was carried out using survey questionnaire and interview questions and analyzed based on descriptive statistics and thematic analysis. The findings of the study disclosed that the cost of internet in Bhutan is too expensive for students and the teachers were not well-equipped with knowledge and skills to manage online classes. The study also showed that about 70 percent of participants do not have their own personal smartphones/laptops to attain online classes. Thus this study recommend ministry of education to provide workshop for teachers to enhance their digital knowledge and look at the possibilities to reduce the cost of internet for the benefit of our students.

The Reality of Distance Education for Science and English language courses in light of the Corona pandemic from the point of view of primary school teachers in Jordan: واقع التعليم عن بُعد لمقررات العلوم واللغة الإنجليزية في ظل جائحة كورونا من وجهة نظر معلمي المرحلة الأساسية في الأردن

The study aimed to identify the reality of distance learning in teaching science and the English language in light of the Corona pandemic from the point of view of primary school teachers in Jordan in Karak Governorate, and the study was based on the descriptive and analytical approach, and the study population consisted of 280 teachers working in basic government schools in the governorate of Karak, the study sample reached (74) male and female teachers, who were randomly selected. The results of the study showed that the degree of employing distance learning for elementary school teachers in Jordan (Karak Governorate) was high, with a mean (3.89). The results also showed that there are no statistically significant differences in the reality of distance learning according to the variables (gender, academic qualification, and job experience), and the study recommended the necessity of providing devices for distance learning, providing the Internet for all students and teachers, and holding courses and workshops for teachers and students to enlighten them of the importance of this system.

Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space

ABSTRACT In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses, aligned to standardised outcomes. Accordingly, reflection risks being a fixed, technical exercise that is predominantly cognitive and linear, ignoring the complex, uncertain and affective ways of knowing that emerge within teaching encounters. Here, I use theories from posthumanism to suggest diffraction as an otherwise means to explore teaching as non-linear and materially and affectively entangled through time and space, in ways that are attentive to difference and the complex world-making of education as an ethically engaged practice. In refusing simplistic, reductionist narratives about teaching, about ‘what works’ and about what it means to ‘be’ a teacher, diffractive practices are responsive to contemporary educational landscapes. I offer an example of thinking and practising diffractively, drawing on data from a creative collaging workshop for new teachers to illustrate how reconfiguration of spatial temporalities and an attention to entanglements in teaching encounters can offer generative ways to think about professional practice.

Comprehensive sexuality education in Hong Kong: study protocol for process and outcome evaluation

BackgroundHong Kong lacks comprehensive school-based sexuality education. Recent public health concerns have brought the inadequacies of sex education in Hong Kong to the forefront. The aim of the proposed study is to develop and evaluate the effectiveness of a comprehensive school-based sexuality education program in Hong Kong.MethodsThe proposed study is a prospective longitudinal study implemented in six secondary schools in Hong Kong over two academic years. The study adopts an ecological approach providing informational workshops for students, teachers and school management, social workers and guidance counsellors and parents. Study outcomes will be evaluated through pre- and post-tests.ResultsKey outcomes of interest among students include sexual health knowledge, awareness of values motivating healthy sexual decisions, understanding and efficacy of sexual communication and intention to use contraception. Among school employees and parents key outcomes include self-efficacy to engage in sexual health discussions with students/children, sexual health knowledge and awareness of Hong Kong community sexual health resources.ConclusionsThe proposed study will result in the development of a tested school-based culturally relevant comprehensive sexual health education program. Ultimately, this program aims to not only empower adolescents and their trusted adults in building a supportive environment for sexual health promotion but also construct a learning network to generate longitudinal evidence for the effectiveness of comprehensive sexuality education in improving sexual health outcomes. The program has the potential for expansion through widespread adoption in Hong Kong schools to benefit more adolescents and reduce the medical and societal burdens related to crisis pregnancy, sexually transmitted infections and sexual abuse.

The importance of digitalization in the education process

Ubiquitous digitization is a domain of the community that seems to be increasingly visible in the education process. It can bring many benefits not only to students but also to other entities. Knowledge is one of the most important values. It is largely the basis of the modern economy – Knowledge Based Economy (GOW). The education process is one of the most important factors influencing the civilization level of the society, and teaching is a process consisting primarily of activities that lead mainly to the organization and direct management of the learning process, aimed at creating conditions conducive to learning, and is related to the teacher's personality and work. Both the literature on the subject and observations of the education market clearly indicate that the issues related to digitization and its importance in the education process should be considered in the context of teacher's work at school. The article focuses on the teaching process in the context of organizing a teacher's workshop at school, and to a lesser extent on teacher's qualifications and professional competences. Moreover, attention was focused on issues related to the problems of equipping schools with high technology teaching aids.

Improved pedagogical practices strengthens the performance of student teachers by a blended learning approach

Abstract This study is aimed at exploring the innovative teaching and learning approach called Blended Learning approach to improve the academic performance of student teachers, which also enhances the quality education. Blended learning approach is an integration of both face-to-face and online learning. It is designed as orientation of program, lesson plan, analyzing educational resources, determining educational objectives, assigning EDMODO platform for teaching learning process, designing teaching learning process and tools for teaching of science. The present study consisted of 53 student teachers. The innovative teaching and learning approach of Blended Learning with rotational model were students learn in presence of teacher and internet platform was used in teaching the Experimental group which comprise 29 student teachers, while the Conventional method was used with the Control group which consists of 24 student teachers. The experiment lasted for eight weeks. The study findings revealed that there were significant differences at 0.05 level in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at 0.05 level in the participants’ pedagogical performance level before and after implementing the Blended learning method of teaching in favor of the post application (Awad Soliman Keshta, 2013). This was endorsed to the Blended Learning Program in teaching of science program. In the light of the study results, it is suggested that education stakeholders should adopt the innovative teaching method as blended learning method in teaching and learning process at teacher education level and conduct workshops for teachers to enhance teaching learning process. This integration of technology tool creates effective learning environment and promote self -learning which in turn improves student teachers pedagogical performance level.