International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 24/43
424 items
231
This article describes the process of teacher identification, selection, initial training, and on-going professional development that has developed at the Illinois Virtual High School (IVHS) over the past seven years. Some of the issues within the hiring process and professional development that the IVHS continues to struggle are examined including teacher certification and the changing nature of technology. The article concludes with a recommendation that teacher education programs assist in addressing these challenges to support IVHS and other virtual schools.
Published: 2009
Updated: Sep. 27, 2010
232
This article describes a pilot of Virtual Schooling (VS) field experience within an initial teacher education program in the USA as part of a national project, including multimedia appendices. This field experience enabled future teachers to observe how an exemplary VS school teacher taught her course using blended technologies. Future teachers’ reflections revealed that they had overcome concerns and misperceptions about VS. Key elements identified include mirroring the natural setting using similar technologies, external and internal information gathering, guided observations and engagement with the class.
Published: 2009
Updated: Sep. 27, 2010
233
The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. This article describes several major attempts to form standards and best practices. In doing so, the article also examines the research backing and the need for additional research to support such standards.
Published: 2009
Updated: Sep. 27, 2010
234
This article reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. It was found that videoconferencing technology had a significant impact on pedagogy and teaching styles. The importance of the teacher in implementing and integrating technology into the learning environment was highlighted in this project.
Published: 2009
Updated: Sep. 27, 2010
235
The purpose of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analyzed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching.
Published: 2010
Updated: Sep. 05, 2010
236
This paper uses the framework of technological pedagogical content knowledge to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences.
Published: 2010
Updated: Aug. 22, 2010
237
The current study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration. This case-study examines the difference between the “ideal” script and the “actual, realized” script to find out how collaboration differs between different groups. This study demonstrates that macro-scripts support collaboration by introducing the reason for interaction and by helping students solve learning tasks.
Published: 2010
Updated: Aug. 22, 2010
238
This study was aimed to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry.
Published: 2010
Updated: Aug. 03, 2010
239
Bridget Somekh's contributions to the debate on the theory and practice of action research and associated methodologies have often been gained through leadership of innovative action and research with computers in education. A review of her work provides evidence of the journey that starts with an appreciation of the wonders of technology before moving through critical reflection on socio-cultural processes within and across organisations, and out into twenty-first-century knowledge generation. This paper argues that recognition of the construction of individual identities can inform innovation with computers in education.
Published: 2010
Updated: Jun. 23, 2010
240
Ideally, special education and general education teachers work together in general education classrooms as instructional teams, but a 'one teaching, one assisting' model is often in place with the special education teacher assuming a subordinate role. As such, the authors conducted research to determine whether changes can be made in teacher instruction so that both teachers in a collaborative team are highly engaged in the instructional process during the lesson. The authors used a multiple-baseline, across-participants design to assess the effects of peer coaches' giving immediate corrective feedback via bug-in-ear technology on a specific teaching behavior during instruction.
Published: 2010
Updated: Jun. 15, 2010