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university’s activities mainly focus on uniting research and education.
#1
Dr. Martina Emke from the Open University, United Kingdom, in her role of the invited speaker, shared her view of the “Future (Im)Perfect: Language Teachers‘ Professional Development And ICT”. Participants noted that there are similarities in several European actions targeted at language teachers. We are hopeful that such collaborations will enhance the DC4LT project as well.Joseph Hopkins, Universitat Oberta de Catalunya / ECML, gave the audience heads-up on how many of the aspects discussed by the DC4LT project participants find real implementation in his daily work. In his talk on “Developing competences for online language teachers: Putting it into practice”, Joseph showed how his online language teaching efforts are maximized by the new tech available, and what are the challenges he faces selecting instructors.
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#2
Dr. Martina Emke from the Open University, United Kingdom, in her role of the invited speaker, shared her view of the “Future (Im)Perfect: Language Teachers‘ Professional Development And ICT”. Participants noted that there are similarities in several European actions targeted at language teachers. We are hopeful that such collaborations will enhance the DC4LT project as well.Joseph Hopkins, Universitat Oberta de Catalunya / ECML, gave the audience heads-up on how many of the aspects discussed by the DC4LT project participants find real implementation in his daily work. In his talk on “Developing competences for online language teachers: Putting it into practice”, Joseph showed how his online language teaching efforts are maximized by the new tech available, and what are the challenges he faces selecting instructors.
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#3
During the breaks, the participants of the forum were highly engaged while testing an innovative Virtual Reality application for learning and teaching Norwegian, developed and demonstrated NTNU master students Carlo Alfredo Morte and Marton Skjæveland under the supervision of Professor Ekaterina Prasolova-Førland. The lively event finalized with the round-table discussion that lasted for some two hours and was revolving around the questions of identification of what exactly the digital competencies in language teaching are to all of us, and what would be the best ways to select teachers to participate in the training workshops, that the DC4LT project entails.
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#4
The European Commission is promoting various initiatives aimed at increasing training of digital skills, modernizing education across Europe, harnessing digital technologies for learning and for the recognition and validation of skills, and anticipating and analyzing skills needs. Despite several European initiatives promoting digital skills, the current level of digital competences among Europeans is rather low. Starting from education, there is an urgent need for digital skills teaching and learning, including the training of teachers. Many recent surveys reveal that there is a lack in digital skills among teachers. This is especially true for language teachers. In addition, many teachers are not using technology to its full potential and this is due in part to inadequate teacher training. In DC4LT, we aim to address these challenges, and facilitate the development of digital competences of language teachers.We believe that each country should be assuring that all children are educated. Each child has a right to a quality education so they can become who they are meant to be. We never know which children will grow up
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#5
In the Digital Competence Assessment Survey for Language Teachers conducted by DC4LT, we look at the attitude of teachers and administrators towards digital technologies in language teaching, what pedagogical approaches are applied or expected to be applied, and much more! At the presentation on May 17, we will share the initial analysis of the survey results and discuss them with the audience.At DC4LT, we analysed a sample of job announcements for language teachers in Europe aiming to identify what digital competences and skills are required by the employers. The results indicate that in the majority of the cases, employers ask for old-fashioned og general digital competences and skills or do not mention such skills at all.
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#6
Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
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#7
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#8
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#10
PMP Certification Programme Overview
Prepare for the Project Management Professional (PMP)® examination by Project Management Institute (PMI) with a four-day rigorous training programme. The PMP® certification training in India suits professionals with experience in project management. The course curriculum is aligned to PMI’s A Guide to the Project Management Body of Knowledge (PMBOK® Guide) – Sixth Edition, which is the latest edition that includes both traditional Project Management and Agile Project Management concepts. Students will learn how to apply these concepts to real-life projects through MS Project, a leading project management tool. 360DigiTMG is a Registered Education Provider (R.E.P.) by PMI to conduct training for this globally recognised certification.
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