The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Exploration of University English Teachers’Acceptance and Willingness to Use Learning Management System Data Analysis Tools

This study investigates university English teachers’acceptance and willingness to use learning management system(LMS)data analysis tools in their teaching practices.The research employs a mixed-method approach,combining quantitative surveys and qualitative interviews to understand teachers’perceptions and attitudes,and the factors influencing their adoption of LMS data analysis tools.The findings reveal that perceived usefulness,perceived ease of use,technical literacy,organizational support,and data privacy concerns significantly impact teachers’willingness to use these tools.Based on these insights,the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.

A Study of New Ways of Professional Development of Rural Teachers Supported by Information Technology

Teacher professional development has been put forward since the 1980s. After nearly 30 years of theoretical research and practical exploration, it has become a common concern of many countries in the world. It is the mainstream discourse of teacher education reform. As a special group of teachers in our country, the professional development of rural teachers is directly related to the improvement of the quality of education in rural schools. In this paper, information technology was briefly analyzed, and the problems in the professional development of teachers in rural schools were discussed;finally, strategies of rural school teachers' professional development supported by information technology were put forward.

Reflections on the Professional Development of Rural Teachers Supported by Information Technology

The rapid development of information technology has brought vitality to rural education, rural teachers should not only seriously deal with it, but also face greater impact and challenges. According to the basic quality structure and main influencing factors of teachers' professional development, questionnaires and interview outlines were designed for 650 rural teachers in ethnic minority areas of Southeast Chongqing to investigate the current situation of rural teachers' professional knowledge and the status of teachers' professional development support system in this study, and then countermeasures were proposed for the current problems, with a view to providing theoretical reference for the development and implementation of modern education.

A Probe into the Application Ability of College English Teachers’ Educational Information Technology in the Information Age

With the arrival of the age of large information data, the education also gradually tends to educate the information, which has forced the demand of the teachers’ educational information technology application ability of the major universities and universities to be higher and higher. Therefore, in order to meet the needs of the development of higher education in the information age and to meet the needs of the college English teaching innovation, this paper will explore the application ability of the educational information technology of the college English teachers from various angles.

Study on Implementing Social Media With Teaching in Course of Technology and Innovation for Teachers for Undergraduates of the Faculty of Education, Naresuan University

The objectives of this research were （1） to study on students＇ achievement after implementing social media with teaching in course of Technology and Innovation for Teachers; （2） to study on students＇ opinions on implementing social media with teaching in the course for undergraduates; and （3） to study on behavior of 38 students in Thai Language major, Faculty of Education, towards implementing social media with teaching in the course for undergraduates who attended the course in academic year 2014. The data was collected by using a learning achievement test before and after implementing social media in the course and a questionnaire for students concerning their opinions regarding implementing social media with the course. The data was analyzed by finding percentage, mean, standard deviation （SD）, t-test dependent, and behavioral observation. The result showed that （I） the post-study achievement of 38 students was significantly higher than pre-study achievement with a statistical significance of .05; （2） the students ＂mostly agreed＂ on implementing social media with the course （μ = 4.40, σ = .37）. After considering in each aspect, it was found that the three aspects that reached highest score respectively were overall image of implementing social media in classes （μ= 4.74, σ = .45）. Followed by those that reached the same score, which were, ＂implementing social media allowed students to exchange experience, knowledge, and attitudes between each other more＂ with （μ = 4.66, σ = .48）, ＂implementing social media allowed students and teachers to exchange experience, knowledge, and attitudes with teachers more＂ with （μ = 4.66, σ = .48）, ＂allowed students to work with each other or do more self-study＂ with （μ = 4.66, σ = .48）, ＂allowed students to study by themselves＂ with （μ = 4.66,σ = .48）, and ＂implementing social media in classes allowed students to submit assignment, and receive suggestions for improvement at all times＂ with （μ = 4.66, σ = .48）. The third was ＂implementing social media in classes allowed more methods for students to communicate with teachers＂ with （μ = 4.53, σ = .51）; and （3） behaviors of implementing social media with the course showed that （a） in terms of promoting knowledge, social media helped promoting knowledge between friends and between students and teachers in various concepts, which was the part that linked to practicing living together in society with others; （b） in terms of communication, students had a change to participate in more socialization by debating or asking questions via Facebook; （c） in terms of strengthening motivation, students were enthusiastic to learn and used the Facebook group for communication; （d） in terms of adjusting an opened-learning environment, this promoted the behavior that students would study and learn anywhere outside of classrooms,which helped learners to always learn not just in their classes; moreover, this would form the behavior of being able to work anywhere anytime, improve, and adjust their works by having records of the changes as well; and （e） in terms of supporting and promoting two-way communication, students were able to communicate and exchange information more than just in class and they were also encouraged to compete by producing portfolios and present them on Facebook and YouTube.

In-Service Teachers’Perceptions of Technology Integration in English as a Foreign Language Classrooms in China:A Multiple-Case Study

Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.

U.S.Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology:Bringing Heteroglossic and Global Approaches to TESOL Teacher Education

Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling(MDST),which emphasizes the intercultural awareness attributes of multilingual learners(MLs)and takes a heteroglossic perspective in linguistic pedagogy.This qualitative case study examined the experiences of 11 U.S.-based preservice teachers(PSTs)and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology,multilingualism,and intercultural awareness.Although the project aimed to decenter English as a hegemonic language,both PSTs and MLs maintained traditional discourses that privileged English over MLs’home language and targeted literacy correctness in written English only,moving away from the heterogeneous goals of the course project.PSTs and MLs also faced challenges in navigating technological tools,which negatively affected their perception of the project.Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Humanizing the Culture of Technology Teams: Strategies for Creating Healthier and More Productive Work Environments

With the advancement of technology, companies are increasingly dependent on technology teams to stay competitive. However, members of these teams often work in stressful and unhealthy environments, which can undermine their productivity and well-being. The humanization of the culture of technology teams is an approach that aims to create healthier and more productive work environments for team members, promoting balance between personal and professional life. Despite the importance of a healthy and productive work environment, many companies do not invest in strategies to humanize the culture of their technology teams. This can lead to high levels of stress, staff turnover and low productivity. The objective of this project is to identify effective strategies to humanize the culture of technology teams and create healthier and more productive work environments in digital companies. For this, factors such as management styles, psychological safety, human-centered development, individual beliefs and time and energy management will be analyzed. The project’s methodology will include a literature review on the subject and qualitative data analysis will be performed using a content analysis approach. This project will contribute to the advancement of knowledge about the humanization of the culture of technology teams in digital companies. The results can be applied to companies that want to create healthier and more productive work environments for their team members.

Tri-Intersectional Model of Leadership by Values:A Fuzzy Multi-Criteria Decision Making Open Technology Assessment System

Purpose-Nowadays successful organizations need to be masters at leadership by values to play in a constantly changing and transforming environment.But how can leaders and organizations effectively convene strategic and culture development based on values?This paper presents the Tri-Intersectional Model of Leadership by Values(TMLV)in which leaders and organizations can integrate a sustainable strategy,as well as a culture and value-based management system that simultaneously leverages human,financial,and social resources.With its three essential axes of values(economic-pragmatic,emotional-development,and ethical-social)at their intersection points,it allows leaders to focus on the strategy linkages:innovation-intersection between the economic-pragmatic values axis and the emotional-development values axis-allows them to develop sustainable innovations;survival-intersection between the economic-pragmatic values axis and the ethical-social values axis-enhances their organization’s survival;finally,sensibility-intersection between the economic-pragmatic values axis and the ethical-social values axis-makes them more humane and more socially-responsible.The application of the TMLV,using the Fuzzy Multi-Criteria Decision Making Open Technology Assessment System,can be a great inspiration for stimulating and working with values in organizations,as well as allowing leaders to develop a values-based,high-involvement,and performance-oriented culture.Methodology/Approach-This research considers empirical data analysis of the 37 case studies of the EU-InnovatE project(http//www.euinnovate.com)-a pioneering initiative to align innovation values to integrate the end user into the process of innovation and entrepreneurship related to a sustainable lifestyle and the green economy in Europe-using a fuzzy multiple-criteria decision making method and open technologies system,such as server-side PHP language,MariaDB Database,fork of MYSQL Database Management System,and JavaScript libraries to perform operation directly on the user’s browser.Findings-The application of the TMLV model,considering empirical analysis of the extracted values from the case studies,using the Fuzzy Multi-Criteria Decision Making Open Technology Assessment System,can be a great inspiration for stimulating and working with values in João organizations,as well as allowing leaders to develop suitable strategies and interventions for shaping a sustainable high-performance culture.Research implications-This research can be a starting point for further research to assess the effectiveness of the leadership model based on a decision-making open technology system in any given organization,as well as to invite researchers who have positive passion about working with values to participate in the improvement of this tool.Originality/value-The Tri-Intersectional Model of Leadership by Values using the Fuzzy Multi-Criteria Decision Making Open Technology Assessment System is presented as an evolution in leadership models that may be used to fuel innovation,survival,and a sensibility strategic focus that is necessary to optimize human and organizational performance and deliver effective solutions to the massive array of human,financial,and social problems we face today.

Research on the Connotation, Characteristics, and Promotion Path of Teacher Leadership in Higher Vocational Colleges

In vocational education,teacher leadership is an important factor in promoting school development and improving teaching quality.Enhancing teacher leadership has practical significance for the connotative development of vocational colleges.It involves improving education and teaching quality,cultivating high-skilled talents,building excellent teaching teams,enhancing school governance systems,and other areas.The core elements include professional knowledge,teaching innovation,teamwork,and communication skills.The enhancement of teacher leadership can effectively enhance teachers’enthusiasm to participate in educational and teaching reforms as well as promote the overall efficiency of vocational colleges.In order to enhance teacher leadership in vocational colleges,it is necessary to achieve a breakthrough in institutional barriers,combine personal and external factors,strengthen institutionalized teacher leadership construction through a top-down design,and strengthen evaluation and feedback mechanisms to establish a scientific leadership evaluation system and improve teacher leadership cognition.

Leadership, Professional Development and Teachers＇ Practice in Bedouin High Schools

The purpose of this paper is to explore the Bedouin educational system from the leadership context and its relation with professional development and to test professional development impact on teachers＇ practice. The research relies on the theory of full range leadership model and professional development and teaching practice. Design/methodology/approach-the questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin high schools in the Negev in south of Israel, in addition to an interview with 10 principals. As results of the study, hypotheses which expect a positive relationship between transformational and transactional leadership and professional development have been rejected. On the other hand hypothesis that expects no relationship between laissez-faire leadership and professional development and hypothesis which expects a positive relationship between professional development and teachers practice have been accepted.

The Effects of Work Ethics, Transformational and Transactional Leadership on Work Performance of Teachers

Teacher performance is an important factor to improve education performance. This study aimed to analyze the effect of the work ethics, transformational, and transactional leadership style on teacher performance. The experiment was conducted in public high school No. 112 Jakarta. A total of 50 teachers were included as samples, where they were given the questionnaires to be filled by self-rating. Data were analyzed with multiple linear regression model and processed with SPSS version 20. Results showed that transformational leadership, transactional leadership and work ethics have positive and significant impacts on teacher performance both simultaneously and individually.

Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

营利性教师在线知识分享平台及其影响--以美国Teachers Pay Teachers为例

营利性教师在线知识分享平台的出现催生了教师之间的商业关系,也改变了知识分享这一行为及目的,知识沦为教师的私人物品。鉴于此,教师教育者需要具备良好的数字素养,不断学习和使用各种新兴的网络技术,深入教学一线,为教师提供个别化支持,让优质资源更多地以教师喜欢的方式出现在教师最常用的平台网站上。

Optimizing the Leadership Styles and Establishing a New Teacher-Student Relationship

There're mainly two kinds of behaviors-Task Behaviors(TBs) and Relationship Behaviors(RBs) among the school leadership styles. TBs contribute to achieving the goals, while RBs help to promote the interpersonal relationships. However, different perceptions of social values and morals will have a great influence on establishing the good leader-teacher relationship and the teacher-student relationship, which is also no exception for the leadership styles. Thus, optimizing the leadership styles will enhance the leader-teacher relationship, and also benefit the teacher-student relationship.

What Type of Teacher Leadership Function Effectively in ESL/EFL Classrooms?

Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.

An Analysis of the Lack of Modern Educational Technology in the Teaching of Secondary Vocational English Subjects and its Teaching Strategies--Take Pingli Vocational Education Center as an Example

The report of the Educational sector in China advocates modern education technology,and now a new round of curriculum reform has thoroughly revised the curriculum standards of middle school students in various subjects,and penetrated modern educational technology into the teaching of various subjects.In recent years,the education department has raised the importance of vocational education,changed the concept of education for teachers and students,vocational education is in the fastest-growing period,the majority of secondary vocational education students has greatly improved,the curriculum is colorful.We should make good use of all kinds of the up-to-dated educational technologies in various subjects.However,in the process of education,the basic level of secondary vocational students is relatively poor phenomenon slowly appeared,which is a common problem in secondary vocational education,so we should strengthen the modern education technology in English subjects of the value of education.English,like our mother tongue,has a wealth of humanistic knowledge and spiritual connotation.Many English teachers in secondary vocational school simply teach basic English knowledge aspects and English grammars.It only lets the most vocational students to learn only the most basic English textbook knowledge,and then English teachers find many bad aspects,such as:students do not understand foreign culture;Therefore,secondary vocational English teachers in the English classroom to penetrate modern education technology,is the most important measure.So,as an English teacher,how to modernize secondary school students in classroom teaching?This article mainly talks about the teaching of secondary English subjects lack modern education technology and its teaching strategies.

Thoughts on the Professional Growth of University Teachers in Digital Era

The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.

研训者数据领导力测评模型构建与应用研究

随着全球数字经济的蓬勃发展,数据日益成为重要战略资源和新型生产要素,对领导者的任务和能力要求带来了革命性变化,数据领导力的概念应运而生。研训者作为我国教师专业发展的引领者和指导者,只有具备一定的数据领导力才能更加从容地应对数字时代给教育教学和教师发展带来的全新挑战。科学测评是高质高效进行能力培养和发展的先决条件,但目前我国尚缺乏具有指导性的研训者数据领导力测评模型。基于此,该研究遵循教育测评模型构建的一般范式,通过厘清研训者数据领导力的内涵特征,从理论思辨与实证分析两方面构建了包含数据使用规划、数据探究指导、数据文化建设等3个一级指标、13个二级指标的研训者数据领导力测评模型。实证检验结果表明,该测评模型具有较好的可行性和有效性,可以为科学精准测评研训者的数据领导力水平提供理论指导。最后,基于我国研训者数据领导力的现状水平和存在问题,该研究从多智力投入、多角色参与、多场景构建三个方面提出了具体的对策建议。