International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 9/43
424 items
81
This study explored the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a social metacognitive - constructivist instructional framework, influenced the participants’ thinking about their own thinking with the technology in learning mathematics/science and their thinking about their students’ thinking and understanding when learning with the technology. Three themes emerged: The learning trajectory as an ordered network of experiences is multi-faceted; the tools are used for sharing knowledge as well as constructing knowledge; and the tasks sequence the participant in the role of a ‘teacher as a student’ transitioning to the role of ‘teacher as a teacher’.
Published: 2014
Updated: Mar. 16, 2015
82
This article reports on the progress of users through 16 Coursera courses taught by University of Pennsylvania faculty for the first time between June 2012 and July 2013. This study advances knowledge by considering two definitions of massive open online course (MOOC) users - registrants and starters.Furthermore, the study compared two approaches to measuring student progress through a MOOC course, and examined several measures of MOOC outcomes and milestones.
Published: 2014
Updated: Mar. 15, 2015
83
This article describes the aspects of iPad use which preservice teachers perceived as beneficial in the forces and motion unit. The results revealed that at many stages of this process, the preservice teachers used iPads to abstract ideas from physical experience. Preservice teachers’ responses showed that these experiences were perceived as valuable, both in terms of an understanding of the underlying content and completion of the project as a whole. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The authors recommend that it is highly relevant to the development of preservice teachers’ critical pedagogical skills that they confront and discuss both the strengths and weakness of the iPads for various purposes, as well as analyze the way the device shapes student interaction.
Published: 2013
Updated: Feb. 26, 2015
84
This study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. Results showed that teachers increased their discussion of constructive pedagogical strategies and reduced the degree to which they focused on directed uses of technology. Overall, findings demonstrate teachers’ adoption of an online curriculum planning tool in a supported context can have important impacts on their instructional approaches.
Published: 2014
Updated: Feb. 17, 2015
85
This article is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions.
Published: 2014
Updated: Feb. 17, 2015
86
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Published: 2014
Updated: Feb. 16, 2015
87
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Published: 2012
Updated: Feb. 08, 2015
88
The purpose of this article is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers. Specifically, this paper focuses on a new area of ePortfolio-related research in teacher education; the transition from university into employment. The findings indicate a changing purpose of the ePortfolio from training to the workplace, an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Secondary findings demonstrate an increasing acceptance amongst head teachers regarding the usefulness of the ePortfolio in pre-service teacher education and in the continuing professional development of qualified teachers.
Published: 2014
Updated: Jan. 20, 2015
89
This article focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The findings reveal that preservice teachers demonstrated a high degree of initiative. In addition, the students began to recognize the potential of such creative DLTs as a bridge between the use of familiar hands-on materials as representations and abstract representations of mathematical models. Furthermore, the students gained confidence after successfully presenting their DLTs to their peers, and their self-efficacy in using technology to teach mathematics increased due to these enactive mastery experiences.
Published: 2012
Updated: Jan. 13, 2015
90
This article describes a project designed to improve the practicum in rural areas. The researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. The findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format.
Published: 2014
Updated: Dec. 23, 2014