Section archive - ICT & Teaching
Page 1/43 430 items
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Updated: Jan. 05, 2020
This study explored the relationship between English as foreign language (EFL) teachers’ content-specific pedagogical beliefs and their technology integration practices. Using a multiple-case-study research design, the authors examined 12 secondary-level EFL teachers’ beliefs using Johnson’s (1992) framework of skill-based, rule-based, or function-based. The findings suggested an overall alignment between EFL teachers’ content-specific pedagogical beliefs and technology integration practices. While EFL teachers used similar technology tools, the same tools were used to support different types of teaching practices depending on teachers’ content-specific pedagogical beliefs.
Updated: Jan. 01, 2020
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Updated: Dec. 19, 2019
Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, the authors’ findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games.
Updated: Dec. 18, 2019
Learning Across Boundaries: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem
This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically facilitated boundary crossing conversations and activities among typically siloed constituents, such as educators, researchers, developers, investors, and students, in the edtech ecosystem. The study examined what educators and startups learn from each other, the ties they form, and the resources they share when offered a chance to deeply engage with each other. The research context involved a specially designed edtech pitch event that strategically facilitated a boundary crossing opportunity through conversation across typically siloed constituents in the edtech ecosystem.
Updated: Nov. 26, 2019
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
Updated: Nov. 21, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. it exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event
This study aimed to explore what happened when a group of preservice teachers (PSTs) used video prompts, audio prompts, or memory alone during a guided reflective writing exercise. The authors conclude that the findings revealed that reflection papers written while referencing video of critical teaching incidents were of significantly higher quality than those written while referencing audio.
Updated: Dec. 27, 2018
This study explored the effects of the teacher characteristics on pre-service teacher (PST) concern about integrating Web 2.0 tools into instruction. The authors found significant relationships between the concern and a few personal characteristics. The authors found that the PSTs seemed more prepared and confident in utilising instructional strategies (pedagogical knowledge) and less in engaging students in learning and managing classrooms.
Updated: Dec. 23, 2018
This paper aims to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. Specifically, the authors will explore the effectiveness of two different formats of video-based professional learning programmes: the first involving one teacher and one researcher and the second two teachers and two researchers, both of which took place over relatively short periods of time. The findings reveal that the participants found video-stimulated recall a powerful medium for revealing aspects of their practice they had not previously considered.
Updated: Dec. 16, 2018