Section archive - ICT & Teaching

In this study, the authors examined how they structure their classroom discourse —discussion boards versus blogs— in two online classes and whether the structures of these discussions affected the type of learning community the students experienced. The findings revealed that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities.

This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.

This study was conducted to better understand how preservice teachers’ perceptions of global concepts related to teaching, learning, and technology, were influenced by participation in a technology-focused early field experience within the authentic context of an early childhood laboratory preschool. Findings indicated that preservice teachers’ perceptions of pedagogy and technology are influenced by the early childhood-focused early field experience.

The authors examined the preservice teachers' evolving attitudes regarding the use of advanced digital technologies in teaching and learning mathematics, particularly in relation to the influence of their field placements. They also studied preservice teachers’ design of technology-rich lessons and the extent to which these lessons promoted inquiry and learning for understanding. The data focuses on two principal dimensions: (a) the interplay between the effects of the methods class and the field placement on the preservice teachers’ experiences of and attitudes toward technology, and (b) the evolution of the preservice teachers’ lesson plans over the course of the semester.