We've got rules on what to complete and what not do

On the contrary, this didn't embarrass the authorities much. Actually, they do not care much about it and they don't have any difficulty preparing supplies for ICT on their own. As a rule, an skilled English teacher likes to prepare his own lessons: "I use ICT for teaching grammar in all grades, also for analyzing literature performs of foreign writers in all grades. I also like to give homework for students primarily based on ICT." (T-LE, E4); "I am employing electronic textbooks to all youngest and eldest students. I like to use YouTube videos also. At times I succeeded to seek out great resources which fits to my thought. Normally I do not use what the official internet portal of the Education Development Centre recommends. I identified various language grammar web-sites which can be appropriate for me and for students." (T-EE, E5).We've guidelines on what to accomplish and what not do, and discipline in classroom hasn't depended on ICT usage. So, I usually do not feel any ICT challenges within this case." (T-EE, E4). We've assumed that novice teachers use eye get in touch with to solve students' behavior troubles within the classroom. The recorded lessons confirmed this assumption. Eye tracking shows that some teachers concentrate their eyes on a single side with the classroom or on precise students. The teachers explained that pupils with teaching or behavioral complications usually sat in such locations. The second assumption of this record observation was that skilled teachers distributed consideration to all students and took care of them extra evenly. However, examination of eye tracking data shows that expert teachers also appear at one particular side on the classroom to a bigger degree. Sometimes they have to help individually, repeat the activity and give far more time for you to do the activity appropriately. Ionomycin site Nonetheless, the second assumption has not been confirmed. The eye control data showed that all teachers gazed to a bigger degree at students with behavioral difficulties or at students who were not gifted. 4.1.three. E-content Material Usage Professionals and novice teachers of Lithuanian and Russian did not have precise, prior teaching material for lessons using ETE. They had to prepare each of the material for multimedia from scratch themselves: "It is often a helpful predicament, there nevertheless a significant lack of educational application for mastering and teaching Lithuanian language. You can find no textbooks to assist integrate language education with ICT." (T-LN, E5); "Now we've got new textbooks, but there are no tasks on new subjects. We have to prepare these topics ahead of time and collect tasks on information bases by ourselves." (T-LE, E3); "We do not have any digital material prepared ahead of time for lessons. Normally, we've to collect sources on online and adapt material by ourselves [. . . ]. We have some tasks for listening but records are of quite bad high quality and I don't use them. I believe it really is superior to listen to me than to these records. Of course, we can locate some records on the web, but usually it is difficult to come across suitable ones for the topic." (T-RE, E4). On the contrary, this did not embarrass the professionals a great deal.