Section archive - ICT & Teaching
Page 17/47 463 items
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
In this qualitative case study the authors explored secondary social studies preservice teachers’ abilities to discern the digitized primary resources available to them for historical thinking instruction. The results revealed that two themes emerged from the initial data analysis: First, the preservice teachers were able to identify and rationalize an importance of digitized primary source websites in teaching the social studies. Second, the pedagogical knowledge preservice teachers held regarding historical thinking was made apparent through their evaluation of the website’s historical thinking task. The authors used the teacher cognition scholarship of Shulman in order to suggest that the preservice teachers’ enumerated knowledge sources are vital in tracing teachers' decisions.
Updated: Oct. 01, 2013
Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference
The purpose of this study was to investigate preservice teacher knowledge regarding the about cyberethics, cybersafety, and cybersecurity (C3) topics. The study also aimed to identify what C3 topics preservice teachers report that they currently know well enough to model or teach. The researchers designed the C3 Awareness and Instructional Preparedness Instrument to examine the preservice teachers' ability to model or teach 75 C3 topics. The results reveal that the preservice teachers surveyed do not possess adequate C3 knowledge nor the ability to teach their future students to keep themselves and their data safe from harm.
Updated: Sep. 08, 2013
Teaching teachers how to conduct an observation is a vital step in the analysis of teaching that perhaps is often skipped. To address this gap in teacher preparation, the researchers developed an online workshop for teacher trainees. Data collected from teacher candidates’ observation worksheets and responses to open-ended questions after each of the three online modules indicated that they were able to see, code, and describe the behavior that they were being directed to observe. Therefore, the results showed that this training led to an increased awareness of the teacher’s actions in terms of how they related to or created student involvement.
Updated: Sep. 03, 2013
Educational Action Research to Initiate Discourse on Inclusion in an E-learning Environment in Teacher Education
The authors ascertain the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships.
Updated: Aug. 27, 2013
Metacognitive Analysis of Pre-service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs
This exploratory study investigated the problems outlined in the literature surrounding the development of Teaching Games for Understanding (TGfU). The authors analysed blog postings over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The findings revealed that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm.
Updated: Aug. 26, 2013
The purpose of this study was to evaluate the effectiveness of a model for integrating assistive technology (AT) throughout a preservice undergraduate special education teacher preparation program at a large public university. Results indicated that special education teacher candidates were satisfied with their AT instruction and felt prepared for using ATs with students.
Updated: Aug. 07, 2013
The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
In this article, the authors examine the case of the Winston Society. The authors argue that the participants saw the technological demands of the Winston Society as less threatening than participating in social practices that emphasized more participatory and collaborative knowledge-making, distributed expertise, and less published and individuated kinds of authorship. The authors claim that the data pointed to at least three alternative directions for the use of new literacies in teacher education: teachers’ discomfort with digital epistemologies, the potential of online affinity spaces and of networking social media to mediate teachers’ professional development.
Updated: Jul. 30, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfoliosThe author describes how the school of education faculty members identified these markers. The author argues that being able to explicitly recognize and characterize the evidence which identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.
Updated: Jul. 17, 2013
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans. However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.
Updated: Jul. 17, 2013