International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 36/43
424 items
351
In this paper, the authors sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students' experiences were influenced by the integration model chosen by the teachers. The authors discuss four integration models in the context of hybrid online education and particularly in adventure learning. Finally, the authors provide recommendations for the design, development, implementation, and integration of hybrid online education programs.
Published: 2008
Updated: Nov. 17, 2008
352
A research examined six teachers of grades 4,5, and 6 for three years, as a group and individually. Three case studies were selected for analysis. Findings points to two developmental patterns: the first is concerned with the source of influence on technology adoption, and focuses mainly on the human factor; the second is concerned with the nature of the influence when using technology in the classroom, ranging from technical to cognitive transformation. The case studies reveal three different profiles of change.
Published: 2008
Updated: Nov. 10, 2008
353
This study examined the perceptions of graduate students on the use of Web-based instruction in preparing special education personnel. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
Published: 2008
Updated: Nov. 10, 2008
354
This study was designed to investigate preservice and practicing teachers' conceptions of the role of new technologies in literacy education. The study documented how these conceptions, as well as the author's conceptions, evolved over time and impacted the content and curriculum of a university course. The study raises questions about the role of the instructor and the purposes and goals of courses like Literacy and Technology. It also points to a number of areas that need to be further explored if teacher educators hope to effectively introduce teachers to the ways in which technology can support literacy learning.
Published: 2008
Updated: Nov. 09, 2008
355
This article uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment.It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons.
Published: 2008
Updated: Nov. 09, 2008
356
A research was conducted of the interactions among students in online small group discussion. The authors argue that three aspects of the online courses impact the way students enter into discussions online, and consequently, what they have opportunities to learn: (a) the subject matter itself, (b) the representations and media through which the subject matter is engaged, and (c) the tasks students are asked to carry out online.
Published: 2008
Updated: Nov. 06, 2008
357
The article described a distance education course where inservice teacher enrolled in a science education learned to construct video games as a supplement to their science instruction. The ultimate objective of this course was to advance student achievement and interest in science by providing teachers with a viable source for integrating video game technology into the curriculum.
Published: 2008
Updated: Nov. 05, 2008
358
The purpose of this study was to discover why students participate in online courses, what their perception of integrity of the courses, and whether they would participate again in online instruction. Data was gathered from a west coast private postsecondary institution through the use of a survey. The results of the survey paint a picture showing students’ desire for flexibility outweighing the apparent need for instructor and peer interaction as one of the driving reasons behind enrollment in an online course. The quality of course content was additionally reported.
Published: 2008
Updated: Nov. 05, 2008
359
This study compared learner perceptions of two online courses-one using the more traditional approach capitalizing on the affordances of Blackboard and one using the Community of Practice Learning System (COPLS) one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners' perception of the quality of their learning experience, positive aspects of their learning experience, and challenges that influenced their learning experience.
Published: 2008
Updated: Nov. 03, 2008
360
This study examined relationships between students’ perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students’ Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. It concluded that student-instructor personal interaction, student-student personal interaction, and student-content interaction, along with students’ perceptions of WebCT features and gender were predictors of course satisfaction.
Published: 2008
Updated: Nov. 02, 2008