International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 27/43
424 items
261
This article presents an enhanced technology, pedagogy, and content knowledge (TPACK) model that adds assistive technology as a means to promote inclusive educational practice for preservice teachers. The article extends the TPACK model by providing specific examples of how assistive technology and instructional technology are distinct yet overlapping constructs. Essential technology skills for preservice teachers and strategies supporting inclusive educational practice are identified.
Published: 2009
Updated: Feb. 21, 2010
262
This paper explores the role of online discussion in the ways it fosters critical literacy by analyzing the online discourse of the teachers in an online literature course. The 13 participants were mostly in-service teachers in K-12 settings throughout New England. Implications relating to both the online nature of teaching and the various strategies to foster critical literacy in everyday classrooms are described.
Published: 2009
Updated: Feb. 21, 2010
263
This article describes a comprehensive approach for integrating technology into a TESOL teacher preparation program. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.
Published: 2009
Updated: Feb. 21, 2010
264
This article describes a three-part pedagogical model—giving-prompting-making—to explicate the relationship between pedagogy and technology within the social studies classroom. This model is intended to enhance the TPACK framework by providing a clear and intuitive comparison between social studies teachers’ pedagogical aims and their choices with technology.
Published: 2009
Updated: Feb. 21, 2010
265
This study examines the effects of a professional development program (TEC) on science teachers’ development of technology, pedagogy, and content knowledge (TPACK). The The program was found to have positive impacts to varying degrees on teachers’ development of TPACK. Contextual factors and teachers’ pedagogical reasoning affected teachers’ ability to enact in their classrooms what they learned in the program. Suggestions for designing effective professional development programs to improve science teachers’ TPACK are discussed.
Published: 2009
Updated: Feb. 21, 2010
266
This study examines the knowledge of 596 K-12 online teachers with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology.
Published: 2009
Updated: Feb. 21, 2010
267
The purpose of this study is to examine an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study examined how the pre-service teachers collaborated online in virtual teams to complete set tasks. The study also examined their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.
Published: 2009
Updated: Jan. 31, 2010
268
In this mixed-methods, naturalistic study, the authors examine how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that significant learning occurred for all instructional implementation groups with one exception--limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.
Published: 2009
Updated: Jan. 12, 2010
269
In this article, the authors describe a systematic effort by a department of special education to integrate technology into teaching through a one-to-one laptop initiative and to examine preservice teachers' perceptions concerning their experiences with the initiative. 13 undergraduate special education majors participated in this study. The authors used both qualitative and quantitative methods. The findings indicate that preservice teachers' perceptions of their abilities to integrate the use of technology in their teaching increased, whereas their attitudes toward integrating technology in teaching remained consistently high across program semesters. Implications of the results are discussed.
Published: 2009
Updated: Jan. 12, 2010
270
The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom. The project also help teachers to foster technology use in the schools. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. The authors have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
Published: 2009
Updated: Dec. 28, 2009