Article Fingerprint
ReserarchID
KJ0U6
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
The methods for personal identification and authentication are no exception.
The Influence of Mother Tongue(s)on the Learning and Teaching of
Lessons to Guide AI Integration Efforts: An Illustrative Narrative of
Individualized Transition Plan in Promoting Inclusion in Education: An Analysis
Neural Networks and Rules-based Systems used to Find Rational and
Advances in technology have created the potential for a new era of learning that is both ubiquitous and authentically grounded in real‑world contexts. However, there remains a gap between this theoretical potential and the lived experiences of teacher educators (TEs). To help bridge this gap, this study explored a TE’s lived experience. The study used a narrative inquiry approach to examine how the TE integrated technology into teaching and learning, offering insights into a range of pedagogical strategies. The narrative illustrates how the TE designed and implemented a range of pedagogical approaches that modelled effective technology integration, giving student teachers (STs) authentic opportunities to engage in technology‑mediated learning aligned with the TPACK framework. Lessons learned, which emphasise the need for ongoing professional development that strengthens both technical competencies and technology‑enhanced pedagogical approaches, offer valuable insights into the integration of artificial intelligence in teacher education, a process that is still in its early stages.
We are currently updating this article page for a better experience.
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.
