Section archive - ICT & Teaching
Page 1/43 423 items
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
In this article the authors examine whether there is a relation between the duration of videos and the number of ‘Likes’ they receive. The authors also explore the effect of other observed characteristics of the videos, such as gender of the teacher, type of institution, whether the teacher appears on the screen or not and the type of technology. The authors found that users prefer short online teaching videos. They also found that some features of the videos have a significant impact on the number of ‘likes’. It was found that videos recorded by female teachers, and presented by entities other than universities are more likely to receive ‘Likes’.
Updated: Dec. 05, 2018
Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
This study examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course. The authors argue that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways. The authors found four ways in which White teacher candidates can reflect on their own Whiteness: (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Updated: Nov. 08, 2018
This article examines the potential of 3D printing. The authors used a creativity course for preservice teachers to explore the printing's potential. The attitudes and dispositions of the participants throughout the workshop showed that it was a valuable learning experience for them. The authors conclude that three-dimensional printing, as an example of technology for young children, has the potential to fill a unique niche in educational settings.
Updated: Oct. 18, 2018
Incorporating Multiple Technologies into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics with Technology
This article aims to present an approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson. The lesson engaged preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data and then engages them in reasoning about students’ approaches to the task.
Updated: Oct. 09, 2018
This study aimed to explore preservice science teachers’ views about the uses of e-readers and e-text prior to their science methods course and their views of their use of this technology when they are required to incorporate them as a resource in their lesson planning. The findings reveal that participants highlighted the potential of e-text as adaptable and more responsive to student interest and need. The authors also found that if preservice secondary education science methods teachers already owned an e-reader device, they reported being more comfortable with their own platform and preferred reading on paper.
Updated: Aug. 08, 2018
This study aimed to examine whether different instructional practices could positively influence students’ anxieties and perceptions about mathematics. The authors compared between three instructional practices, which conducted to back on the same days in the same classroom (in-class lecture, flipped learning with teacher-created videos, flipped learning with Khan Academy videos). The findings suggest that when comparing the multiple aspects of teaching and learning for a mathematics content course for elementary education preservice teachers, flipped learning with teacher-created videos has the potential to help improve students’ anxieties and confidence in mathematics more than do instruction that incorporates in-class lectures or third-party videos.
Updated: Jul. 12, 2018
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018