International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 14/43
424 items
131
The authors describe reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The results indicated that the intent of many of these features did serve their intended pedagogical purposes. In particular, features such as strategic hint tools and nonjudgmental feedback enhanced users’ experiences. However, non-interactive aspects, such as written reflection questions, did not enhance users’ experiences.
Published: 2011
Updated: Jul. 15, 2013
132
This study aimed to identify and analyze the preservice technology training experiences of novice teachers. Furthermore, the author examined novice teachers’ perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Three major themes regarding the Essential Conditions became evident: (a) a disconnect between preservice teachers’ technology training and other aspects of their professional education, (b) a lack of content-area relevance, and c) inadequate retention and transfer.
Published: 2011
Updated: Jul. 10, 2013
133
This study aimed to understand pre-service teachers’ use of online journaling (or blogging) to contextualize, question, construct and transform their understanding of their initial field experience within an urban school setting. The findings suggest transformative shifts in the areas of developing confidence and observation skills, understanding the complexity of schools, developing concern for others, promoting democratic ideals and becoming a professional.
Published: 2012
Updated: Jun. 26, 2013
134
This article reports on the progress made towards implementing a pre-service education course in instructional media to be implemented in at all four Colleges of Education in Namibia. The author describes her work revision on it to include ICTs and technology integration.
Published: 2012
Updated: Jun. 26, 2013
135
The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. The authors use multiple profiles generated from the Concerns-Based Adoption Model to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.
Published: 2012
Updated: Jun. 25, 2013
136
The authors used advanced online Bug in Ear (BIE) technology as an approach to supervise and to provide 13 teachers in training with virtual coaching feedback online, in real-time, during their distant clinical experiences. The results confirmed that improvements in participants’ use of research-based instructional strategies were achieved, in part, through immediate virtual coaching feedback delivered from a distance, using advanced online BIE technology.
Published: 2012
Updated: Jun. 25, 2013
137
The authors examined the role of student interaction in an online environment and implications for course development and online instruction. The authors describe interaction in three ways: in relation to content; in relation to the instructor; and in relation to other learners. The body of research points to student interaction as an essential component of online learning, and the increase in the level of interactivity directly correlates with a higher the level of student satisfaction and performance.
Published: 2012
Updated: Jun. 25, 2013
138
The authors investigated the use of an academic wiki within a technology teacher preparation course. The results showed that although the preservice teachers believed that the wikis were useful in organizing and presenting information, their interactions within the wiki were somewhat immature and included little constructive feedback or editing others’ work.
Published: 2012
Updated: Jun. 25, 2013
139
Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
This study aimed to investigate the association between teachers’ self-reported reflective practices and their use of student response systems (SRS). The findings reveal that self-reflection scores and reported SRS use were low yet significantly correlated. Furthermore, the results show an increase in SRS predicts an increase in self-reflection.
Published: 2012
Updated: Jun. 24, 2013
140
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
Published: 2011
Updated: Jun. 05, 2013