Partnership for Digitizing Teaching in Post-COVID Nigeria: TRCN Master Trainers' Digital Literacy for Teachers and School Administrators [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (71st, Milwaukee, WI, Oct 10-11, 2022).

Autor/inn/en	Alimigbe, Frances A.; Avoseh, Mejai B. M.
Titel	Partnership for Digitizing Teaching in Post-COVID Nigeria: TRCN Master Trainers' Digital Literacy for Teachers and School Administrators [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (71st, Milwaukee, WI, Oct 10-11, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Partnerships in Education; COVID-19; Pandemics; Technological Literacy; Pedagogical Content Knowledge; Needs Assessment; Faculty Development; Educational Needs; Distance Education; Digital Literacy; Foreign Countries; Teaching Methods; Learning Processes; Intervention; Equal Education; Barriers; Access to Education; Family Environment; Educational Improvement; Online Courses; Program Effectiveness; National Organizations; Financial Support; Administrator Education; Workshops; Nigeria + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Technisches Wissen; Pädagogische Kompetenz; Bedarfsermittlung; Educational need; Bildungsbedarf; Distance study; Distance learning; Fernunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Education; Access; Bildung; Zugang; Bildungszugang; Familienmilieu; Teaching improvement; Unterrichtsentwicklung; Online course; Online-Kurs; Finanzielle Förderung; Lernwerkstatt; Schulung
Abstract	Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled 'Continuing learning through alternate home-based platforms' in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers' and school leaders' capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria. [For full proceedings, see ED628982.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01