Section archive - ICT & Teaching
Page 1/44 440 items
The use of digital badges has become increasingly common in educational settings as an alternative assessment tool, and they are linked with student motivation and integration of gamification elements into learning environments. This study explores the perceptions of pre-service English teachers at a university of the inclusion of digital badges in an LMS used in their face-to-face courses. Seventy-nine prospective English teachers participated in the 14-week study employing a mixed method design in which data were collected through a questionnaire and open-ended questions. Quantitative data analysis suggests that the participants had positive perceptions of the use of digital badges as an integral part of their courses. Content analysis of the qualitative data generated themes demonstrating teacher candidates’ perceptions of digital badges. Overall, the study provides some implications for using digital badges as well as caveats to be taken into account in planning their use.
Updated: Jan. 04, 2021
A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Updated: Jan. 01, 2021
Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A non-experimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, the authors highlight that these learners self-evaluate their attitude towards Information and Communication Technologies (ICT) as favourable, their handling of them as moderate and their knowledge of them as scarce. It became clear that they do not have a level of digital competence suitable for being called ‘digital natives’, nor sufficient ability to use ICT in their academic life or in their professional future.
Updated: Nov. 27, 2020
The impact of feedback form on transactional distance and critical thinking skills in online discussions
The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.
Updated: Nov. 03, 2020
This article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other.
Updated: Aug. 24, 2020
Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course
Positioned in the context of experiential learning, this paper reports findings of a virtual reality field trip (VRFT) in conjunction with an in-person field trip involving preservice teachers in an elementary science methods course to a local natural history museum. Findings included that virtual reality (VR) is best used after a field trip to encourage student recall of the experience, but only when done for a limited time to avoid VR fatigue. The types of experiences that preservice teachers thought VR would be good for in their science classrooms included the ability to visit either inaccessible or unsafe locations, to explore scales of size that are either too big or too small, and to witness different eras or events at varying temporal scales. Furthermore, this study uncovered potential equity issues related to VRFTs being seen as a viable alternative if students could not afford to go on field trips. Further research needs to be conducted to better understand the impact of VRFTs on student learning outcomes and take advantage of recent improvements in VR technology.
Updated: Mar. 15, 2020
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, the authors theorize how and under what conditions video can be used productively. They discuss existing frameworks and tools that guide the design of video-embedded learning environments. They then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. The authors argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning.
Updated: Feb. 13, 2020
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020