International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 26/43
424 items
251
Over the last decades more and more research has analyzed relatively new or rediscovered teaching–learning concepts like blended, hybrid, multi-sensory or technologically enhanced learning. This increased interest in these educational forms can be explained by new exciting discoveries in brain research and cognitive psychology, as well as by the accelerated integration of technology (computers, intranets, internet, etc.) in education. The authors have investigated how the educationally valuable outcomes of these trends could be implemented in computer-programming education and in what ways this process could be catalyzed by arts (dance, music, rhythm, theatrical role-playing).
Published: 2010
Updated: May. 09, 2010
252
The purpose of the study is to examine student teachers' intentions and actions in technology integration in their classrooms. 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning.
Published: 2009
Updated: Mar. 02, 2010
253
This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.
Published: 2009
Updated: Mar. 02, 2010
254
This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined the relative benefits for students who participated in a technology-assisted project-based learning experience. The authors also contrasted the students’ experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school.
Published: 2009
Updated: Mar. 02, 2010
255
The authors’ goal was to improve their online environment by testing and modifying it to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors propose a model for developing mathematical knowledge for teaching (MKT) in an online environment. The authors believe that their model for Online Asynchronous Collaboration (OAC) is a promising practice in teacher education.
Published: 2010
Updated: Feb. 21, 2010
256
This article discusses the questions of whether and how technologies have influenced teaching and learning, and what paths are open (and closed) for future impact. The authors argue that technologies have fundamentally transformed schools – but not in ways anticipated by classroom technology enthusiasts. The authors propose a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. The article considers how these contrasting models of technology use will come to shape schools and learning in a pluralistic society.
Published: 2009
Updated: Feb. 21, 2010
257
This article investigates English-language-learning (ELL) youths' engagement with popular media through composing and publicly posting stories in an online fan fiction writing space. Findings reveal that contemporary participatory media, such as fan fiction writing, involve sophisticated forms of literacy that can serve as useful resources for promoting in-class learning. However, the study also suggests that students would benefit from expert guidance in the areas of critical consumption and production of media and digital texts.
Published: 2009
Updated: Feb. 21, 2010
258
Literacy skills honed from reading books and writing papers has long been recognized as invaluable to building and sustaining intellect. This article investigates issues surrounding definitions of 'new literacy' practices as they relate to Web 2.0 tools while drawing on pertinent, emerging research to discuss the value of integrating digital literacy applications in K–12 and higher education classrooms.
Published: 2009
Updated: Feb. 21, 2010
259
This article discusses access and use of information and communication technologies among urban high school students from low-income families. This study explored trends in Internet use among students from low-income families compared to national trends. The authors discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education.
Published: 2009
Updated: Feb. 21, 2010
260
In this article, the authors trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. The authors conclude with implications for teachers and leaders who may be interested in how to support the inclusion of digital production processes into formal instructional spaces.
Published: 2009
Updated: Feb. 21, 2010