Additions Sequence / Series Comparison Contrast / Oppose

Furthermore First… second … Similarly However

In addition Next…then…. As well as Nevertheless
Moreover Before Likewise On the other hand
As well as After On the contrary
Besides (this) While Yet
But
In spite of / Despite
Exemplification / Compromise / Cause /Result Conclusion
Illustration Concession (to an
opposing view)
For example Of course Therefore To sum up
Specifically It is true that Hence In conclusion
In particular Admittedly As a result Finally
For Instance Certainly For this reason Evidently Clearly
… that is (i.e.) Granted Accordingly
Namely Because of
Since
Thus
Consequently
JAMUNA RANI MUNIANDY 827131

COMMON TRANSITION WORDS

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USE THE COMMON TRANSITION WORDS ABOVE TO COMPLETE THESE THREE (3) PARAGRAPHS
BELOW

Most of these programmes have not been investigated in a learning

environment and ( since ) could not be used as a measure of relationships
between educators and in-service teachers. (Moreover ), they were mostly
targeted to school administrators and educators in urban elite schools.
(Besides ) most educators in the rural country side have not upgraded their
digital knowledge based on the new guidelines. (Furthermore) educators
transferred from the rural country side have challenges of coping with
classroom environments in urban schools. (As well as) educators who have
been serving in city schools for a long time are less worried about the pace of
digital developments in the profession.
According to Shulman (2006), the advancement of educators’ digital skills and
the wellbeing of the learning community, ( as well as ) the survival of the
teacher training institutions are dependent on the versatility and skill-sets of
their leaders. ( As a result ), the most urgent and essential responsibility in
teacher training program enhancement is the process and speed of absorbing
new knowledge in response to the current turbulent and unpredictable times.
Essentially most of the upgrading exercises should be conducted in the country
side where educators find it difficult to cope with rapid developments in
technology. ( Meanwhile, ) some educators in urban institutions who are less
proficient with technology should pay attention to the digital challenges they
face in the instructional process. (For instance ) they should always find ways
of keeping abreast with the latest digital skill requirements based on student
needs. ( Moreover, ) they would be as competent as their more digital savvy
colleagues in urban institutions (Hulsey, 2015). ( Therefore), all educators
should always be exposed to opportunities that allow them access to
technological knowledge improvement and lifelong learning to avoid
technophobia.