Section archive - ICT & Teaching

This article reports a study in which 32 early childhood educators participated in an intensive three-day professional development workshop with the goals of: increasing teachers’ knowledge about robotics, engineering and programming, and pedagogies for teaching them in the early childhood classroom. Results show a statistically significant increase in the level of knowledge in all the three areas of technology in general, pedagogy, and robotics content knowledge after participation in the institute.

This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. This study explores the experiences of student teachers and their lecturer engaging with this succinct, advocacy-style video genre designed to evoke emotions about powerful ideas in Education. The findings indicate this generative task, involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge development.

This article argues that in order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical. The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California. This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning? Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning.

This study investigated the impact of a redesigned educational technology course on preservice teachers’ knowledge and skills with regard to information and communications technology as defined by ISTE’s National Educational Technology Standards for Teachers (NETS-T). Results indicated that the preservice teachers made significant progress in technology knowledge in all five standard areas of the NETS-T; however, some performance indicators of the standards may not have been adequately addressed in the course. Student reflections from the observation experience provided evidence that preservice teachers found it helpful for their future teaching.