Section archive - ICT & Teaching
Page 16/47 463 items
The Gamer Generation Teaches School: The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers
The goal of this study was to identify the gaming practices of freshmen undergraduate teacher education students. The authors also investigated how students who play games compared to non-gamers in their interest in using specific technologies for learning, their beliefs about how technology affects their learning, their orientation towards using new technologies, and their beliefs about the role of technology in their future careers.
Updated: Jun. 23, 2014
This study investigated the impact of a redesigned educational technology course on preservice teachers’ knowledge and skills with regard to information and communications technology as defined by ISTE’s National Educational Technology Standards for Teachers (NETS-T). Results indicated that the preservice teachers made significant progress in technology knowledge in all five standard areas of the NETS-T; however, some performance indicators of the standards may not have been adequately addressed in the course. Student reflections from the observation experience provided evidence that preservice teachers found it helpful for their future teaching.
Updated: Jun. 23, 2014
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
The authors designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design projects. The preservice teachers initially demonstrated superficial analysis, convergent ideation, and little evaluation when only limited procedural, conceptual, metacognitive, and strategic scaffolds were provided. Increased procedural and conceptual scaffolds in the second project improved the preservice teachers’ analytic and generative reasoning skills, as they identified multiple challenges, technology tools, and lesson ideas to integrate technology.
Updated: May. 26, 2014
This study aimed to field-test several conferencing technologies in regional schools to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers in practicum placements. The study also explored the potential of technology for other related purposes. Four technologies (Pocket camcorder, m-View, Skype, Adobe Connect) were trialed. Findings revealed that Pocket camcorders gave good video quality and were very portable.
Updated: May. 26, 2014
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014
Comparing Online and Face-to-Face Presentation of Course Content in an Introductory Special Education Course
This article describes an instructional content, which was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating while PowerPoint slides and other visuals were shown in flash movies that students could download from the Internet at days and times of their choosing. The findings reveal that although data associated with student achievement and student satisfaction were slightly more favorable for the f2f section, the discrepancies may have been related to demographic differences in the student populations of the two sections.
Updated: Apr. 13, 2014
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Updated: Nov. 25, 2013
Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
This article proposes that in teachers’ professional development, using the cross-organisational learning and knowledge building model (LKB model) might better connect individual and organisational learning and promote teacher professional development. The authors provide the developed and validated cross-organisational LKB model in the teacher development context with the support of e-portfolio. The authors also discuss the barriers to be overcome when applying the LKB model. Finally, the authors present scenarios developed together with the stakeholders.The findings reveal the following barriers in applying LKB model: teachers’ habits for documenting and externalising their knowledge, participation in cross-organisational communities of educators, and their technical preparedness.
Updated: Oct. 30, 2013
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Updated: Oct. 16, 2013