International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 33/43
424 items
321
To be effective, teacher education programs need to engage teachers in learning experiences grounded in classroom practice and guidance to develop as professionals. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships.
Published: 2009
Updated: Apr. 20, 2009
322
The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. The article presents preliminary data to illuminate both the power and limitations of current tools and techniques for studying cyber-enabled networks using data from a large, mature online network of K-12 educators.The authors propose a research agenda designed to create and validate a new generation of research tools and techniques.
Published: 2009
Updated: Mar. 25, 2009
323
University instructors discuss a required educational technology course in a teacher education program. They examine the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data.
Published: 2008
Updated: Mar. 11, 2009
324
This one-year case study investigated hybrid learning in two elementary teacher education courses. The courses incorporated the Blackboard Learning Management System (LMS) into the online portion of the coursework. Results showed that a majority of students held positive views, but some had negative experiences and faced challenges.
Published: 2008
Updated: Mar. 11, 2009
325
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Published: 2008
Updated: Mar. 11, 2009
326
This article reports on the results of an action research study. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations.
Published: 2008
Updated: Mar. 11, 2009
327
The study examined student perceptions of using instant messaging software for online interactive chapter discussions in a graduate teacher educational technology course. Students rated the course significantly higher than their regular classroom courses. The findings support the proposition that instant messaging may be used as a technique to increase dialogue. Hence, It reduces transactional distance, especially among students, in an online course environment.
Published: 2008
Updated: Mar. 09, 2009
328
Using an activity theory framework, the authors examine how preservice teachers and middle school students utilized instant messaging in educational contexts. They also examine the impact of instant messaging on the development of community among preservice teachers.Qualitative results from six focus groups and two personal interviews indicate that instant messaging enhanced the development of community among the preservice teachers. It also facilitated the breakdown of teacher-student social barriers while being predominantly exploited as a social rather than an academic medium.
Published: 2008
Updated: Mar. 09, 2009
329
The goal of the study was use cognitive developmental learning theory to explore shifts in preservice teachers' perceptions about using personal digital assistants (PDAs) to enhance instruction in physical education, and to identify factors leading to their shifts in thinking. The authors used interpretive ethnographic methods to study 7 preservice teachers as they participated in a six-month project aimed at integrating PDAs into their teaching.The discussion centers on explaining the findings in light of current technology research and theory, and their implications for teacher education.
Published: 2008
Updated: Feb. 11, 2009
330
The survey presented in this paper investigates teachers perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece.51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative research techniques. The findings indicated that the teachers were satisfied with both their participation to the course and the knowledge they acquired from the training.
Published: 2008
Updated: Feb. 11, 2009