Section archive - ICT & Teaching

The purpose of this article was to examine four approaches to teachers’ strategies through digital video emphasized teachers’ own planning and teaching as they edited their video accounts of personal growth. Common themes that emerged from data across all four projects were predicated upon facets of professional development as purposeful disruption of traditional teaching, the promotion of rigorous participation in analysis of effective teaching strategies, and the building of learning communities through apprenticeship models of personal growth.

The purpose of this study was to explore the relationship between preservice teachers’ perceived knowledge, as represented by the TPACK framework, and self-efficacy beliefs about their ability to successfully use technology in the classroom. The TPACK framework provides a valuable structure for teacher preparation and the ways that technology creates new dynamics in the teaching and learning process. This study has demonstrated the nature of this relationship in a specific context as a dynamic and evolving connection between preservice teachers’ knowledge and self-efficacy beliefs about technology integration.

This study aimed to explore how e-portfolios have been communicated, designed, and disseminated within teacher education courses at this particular university from 2002 to 2009. In conclusion it can be seen that e-portfolios are shifting colours, depending not only on purpose and design but also teacher educators’ understanding of e-portfolios, the e-portfolio discourse that teacher teams can agree on, the context itself, the outcome of the struggle between educational codes, and the very course of time.

This article reports on the findings of the three‐year evaluation of the impact of the laptops on the work of secondary teachers in New Zealand. The findings indicate that school leadership has been pivotal to the provision of the technological infrastructure and organisational support needed for teacher use of the laptops. The findings of the study suggest schools are advised to consider how to support teachers to work collaboratively to share expertise as a way of supporting and extending teacher use of laptops.