International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 30/43
424 items
291
In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.
Published: 2009
Updated: Jul. 06, 2009
292
This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.
Published: 2009
Updated: Jul. 02, 2009
293
This meta-analysis investigates to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors addressed three research questions. The authors quantitatively reviewed 31 (quasi) experiments in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important.
Published: 2009
Updated: Jul. 02, 2009
294
This article reviews the literature from the fields of Software Engineering and Education to determine the state of the current body of knowledge around the key drivers of Open Source adoption. The author outlines five themes that dominate the software engineering literature and the education literature on the drivers of open-source adoption. She identifies the gaps in the literature in terms of evaluating open-source software as the key to capitalizing on ICT convergence to serve both teaching and learning needs and administrative needs.
Published: 2009
Updated: Jul. 02, 2009
295
The goal of this review is to synthesize literature that has empirically examined factors related to computer self-efficacy and the relationship between computer self-efficacy, learning outcomes, and learning processes with computer-based learning environments. This research reviewed 33 articles. Results indicate that behavioral and psychological factors are positively related to computer self-efficacy.
Published: 2009
Updated: Jul. 01, 2009
296
This paper examines individuals' computing adoption processes through the lenses of three adoption theories: Rogers's innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Therefore, the question this paper seeks to understand is this: Can any one of these theories (or a combination of theories) bring meaning and understanding to why an individual chooses to adopt or reject a particular innovation (and in particular a technology-based innovation)?
Published: 2009
Updated: Jul. 01, 2009
297
The purpose of this study is to develop a scale, the Educational Technology Standards Scale (ETSS), to determine how effectively and appropriately preservice teachers use educational technologies. 460 seniorclass preservice teachers (189 male and 271 female) from six departments in the Education Faculty of Selçuk University in Turkey participated in this scale-development study in the academic year of 2005–2006. Analysis of the findings reveals that the scale (at the national level) helps universities in Turkey evaluate themselves for their education about educational technologies.
Published: 2009
Updated: Jun. 25, 2009
298
In this study, the authors used confirmatory factor analysis to verify construct validity for the Teachers’ Attitudes Toward Computers (TAC) Questionnaire. This questionnaire is an instrument created from 32 well-validated scales, as a more parsimonious questionnaire covering areas assessed by previously existing instruments in the field. The authors to conclude that the TAC is a well-validated, reliable instrument for teachers’ self-appraisal of their attitudes toward computers.
Published: 2009
Updated: Jun. 25, 2009
299
Anecdotal accounts from teachers have long suggested the possibility that virtual teaching experiences have a positive impact on face-to-face teaching practices. Data which collected as part of a statewide evaluation of a virtual school, offered an opportunity to explore this impact.
Published: 2009
Updated: Jun. 25, 2009
300
This paper is derived from the qualitative portion of a larger study conducted on mathematics websites that provide expert volunteer help. The researcher has employed theories about expertise in the educational domain to elicit details of individual coping strategies with challenges posed by the online environment, including students' non-responsiveness and issues of academic honesty. The researcher suggests that best practices must include both pedagogical and tutor training/support considerations.
Published: 2009
Updated: Jun. 24, 2009