Section archive - ICT & Teaching

The article analyses the impact of the teaching of an ICT activity by a teacher educator. The authors traced two student teachers' transformations of the ICT activity in lessons during their school practice. They show how tracing the transformation of an ICT activity from a university session to school lessons can make the dilemmas associated with subject knowledge, learning, and pedagogy more visible for teacher educators. The study suggests that ICT creates an additional layer of complexity within teaching while also allowing the process and problems of learning to be more visually evident to a researcher.

Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this paper first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate 'wisdom.'

In this article, the authors address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results.

This article describes an approach to online course planning and design. Special attention was paid to creating rich and meaningful student-to-content interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). The authors conclude the article with recommendations for future online course development and implementation in the field of teacher education.