Section archive - ICT & Teaching

This multi-case study compares the experiences of students and instructors participating in three different online discussion formats used to support the collaborative and social aspects of case-based instruction. Results supported prior research findings that online chats and discussions provided opportunities for the students to share, discuss, and modify their case understanding and to support each other in using that knowledge to solve case and classroom problems. Practical implications for instructors using discussion groups in case-based instruction are provided.

The article describes the conditions in which information and communication technology (ICT) may be advantageous over alternative tools of illustration. The main focus is the importance of context to the learning activity in which the teacher plays an important part.

Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers’ beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of PBL on preservice teachers’ beliefs regarding technology use and on their intended teaching practices.

This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.