International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 23/43
424 items
221
Technological pedagogical content knowledge (TPACK) embodies a teacher’s ability to distinguish between the types of technology that are most suited to their content area and make decisions regarding its appropriate application. This article argues that TPACK in mathematics can be characterized by four central components. This article presents a portrait of effective TPACK in action. The author concludes that development and understanding of TPACK, especially as it relates to specific content areas, is imperative because of the importance of technology’s appropriate use in educational settings.
Published: 2010
Updated: Jan. 02, 2011
222
In this article, the authors therefore offer for consideration an educational technology professional development (ETPD) assessment model that merges three theoretical constructs currently enjoying much note and utility, through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge) TPACK); (b) organizational learning; and (c) participant research and inquiry.
Published: 2010
Updated: Jan. 02, 2011
223
The purpose of this article is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. Findings show that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction.
Published: 2010
Updated: Dec. 26, 2010
224
This paper reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The paper identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. The paper examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century.
Published: 2010
Updated: Nov. 02, 2010
225
This study examines the implementation of (re)anchored videos, which serve as short video engagements. The study also examines the transfer of preservice content, pedagogy, and video technology learning into teaching practice. This longitudinal study spanned 3 years, tracking the primary participants from their last year of preservice teacher training through their second year of in-service teaching. The study offers an example of a transferable model for preservice training that extended into practice.
Published: 2010
Updated: Oct. 24, 2010
226
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Published: 2010
Updated: Oct. 20, 2010
227
This article examines how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. Furthermore, the teachers in the study could have benefited from experiencing the implementation of a edagogical reasoning and action model that was aligned with ideas about knowledge, teaching and learning in the digital age.
Published: 2010
Updated: Oct. 12, 2010
228
The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers. This is a report from 2007, which supported by the North American Council for Online Learning. The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers. This article provides three main insights from the study. The article discusses implications for K12 online teacher professional development practice, policy, and research.
Published: 2009
Updated: Oct. 12, 2010
229
The Southern Regional Education Board (SREB) and the National Education Association (NEA) published in 2006 the “Online teachers’ perceptions of online teaching standards”. Interviews with two teachers from each of the four online schools were studied following an online survey of 49 online teachers from these schools. Overall, participants reported that both sets of standards as being important but found the NEA standards to be slightly more relevant to their practice. The article concludes with recommendations for policy and research.
Published: 2009
Updated: Oct. 12, 2010
230
The goal of this article is to examine whether there is any indication of current differences in technology access, skills and classroom integration practices as reported by teachers participating in an online professional development initiative. The researchers found that, while significant differences existed between teachers in high need and non-high need schools in the USA, context is a vital component of considering any persisting digital divides.
Published: 2010
Updated: Sep. 27, 2010