International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 31/43
424 items
301
Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In this paper, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. A five-element framework for guiding teachers toward DATU is explained.
Published: 2009
Updated: Jun. 11, 2009
302
The purpose of the study was to explore how faculty technology literacy and technology training impact the integration of technology into their pedagogy. Respondents surveyed in this study consisted of faculty members from the 15 peer institutions of the University of North Dakota.
Published: 2009
Updated: Jun. 08, 2009
303
This study investigates preservice teachers' conceptual understanding of global education. Data were collected subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. The data included 59 preservice teachers' online messages and reflective essays.
Published: 2009
Updated: Jun. 03, 2009
304
This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers (L-TEST)) that shows children's mathematical thinking for the ages of 4-11 years across certain problem situations. L-TEST is designed as a support tool to be used in teacher education. A case-based instructional model was used in designing the instructional tool.
Published: 2009
Updated: May. 25, 2009
305
This article explores the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The participants in this research project were sixteen (6 females and 10 males) 13- to 15-year-old students who attended the 4-day camp. These students expressed interest in undertaking the online learning phase of the program for a period of 6 months after it. The article reports on how they engaged with the extended and open learning supported by online technologies.
Published: 2009
Updated: May. 21, 2009
306
The study compared learning for fifth grade students in two math homework conditions. The paper-and-pencil condition represented traditional homework, with review of problems in class the following day. The Web-based homework condition provided immediate feedback in the form of hints on demand and step-by-step scaffolding. The authors analyzed the results for students who completed both the paper-and-pencil and the Web-based conditions.
Published: 2009
Updated: May. 21, 2009
307
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
Published: 2009
Updated: May. 21, 2009
308
In this study, the authors investigate whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers (2 men and 13 women) enrolled in a field-based graduate special education teacher preparation program. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance.
Published: 2009
Updated: May. 13, 2009
309
The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors carried out a national study of 160 special education teacher preparation programs using archival document analysis on the current practice of AT course delivery for the preparation of special educators.
Published: 2009
Updated: May. 11, 2009
310
The authors examine the literature on distance education. They offer a brief chronology of its past-to-present development, with special attention to the evolution of technology mediated instruction. Specifically, they look at the significance of the design of instruction and the importance of preserving faculty-student communication.
Published: 2009
Updated: May. 07, 2009