International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
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463 items
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With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs.
This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators.
A mixed-methods design was used to collect data at one of the national universities of education in South Korea.
The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other.
This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.
Published: 2021
Updated: Jun. 07, 2021
22
Multiliteracies is not only concerned with learners’ meaning-making using multiple communication and representation channels but with individuals’ contributions towards a collaborative and participatory culture.
However, understanding collective knowledge construction in computer-mediated discussions is challenging due to large and complex digital texts in online contexts.
To respond to this challenge, this study investigated the relationships between network structures and potentials for collaborative knowledge construction in a 12-week online multiliteracies professional education course by adopting Knowledge Society Network and Collaborative Knowledge Networks as analytical frameworks and using Social Network Analysis to find which network models the online course followed. Consequently, the network of teacher participants’ interactions showed high participant interaction and low idea interaction.
Published: 2021
Updated: May. 18, 2021
23
The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites.
While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content.
Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must be made aware of the professional consequences of inappropriate social media usage and behaviours.
Published: 2020
Updated: Feb. 17, 2021
24
The study’s purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education majors at the beginning and end of the spring 2019 semester.
Descriptive analyses, paired-samples t-tests, independent sample t-tests, and Pearson’s correlation tests were run.
The overall results showed that preservice teachers who enrolled in the FTBL section reported higher scores in most constructs.
However, most comparisons had no statistically significant differences.
The results may help teacher educators to rethink the pedagogical strategies used in the stand-alone educational technology course and provide alternatives to the traditional teaching approach.
Published: 2020
Updated: Feb. 17, 2021
25
This paper paints a complex portrait of the “wicked problem” of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs).
The study indicates that developing technology competencies in teacher educators shares challenges with broader issues of practice based teacher education.
It suggests the TETCs would benefit from a clear grounding in theory and should consider the influence of teacher educator Technological Pedagogical Content Knowledge (TPACK) on teacher educators’ abilities to build and demonstrate competency.
Overall, framing teacher educator professional growth and development through the lens of the TETCs facilitated reflection and spotlighted areas of strength, as well as areas for improvement, within practice.
Published: 2020
Updated: Feb. 17, 2021
26
This study measured the current technology-competency levels of 242 special and general education teacher-candidates in teacher preparation programs through a self-assessment survey that was developed based on the ISTE Educator Standards.
The results show that teacher-candidates perceive that they have not yet reached a proficient level of technology-competency according to ISTE standards.
Special education teacher-candidates with team-teaching experience reported a significantly higher level of technology-competency than any other groups.
This paper provides insightful recommendations to teacher preparation institutes as to how they can reform their credential program curricula to support teacher-candidates in acquiring the technology competencies they need in the field of education.
Published: 2020
Updated: Feb. 03, 2021
27
In this analytical paper, the authors argue for the centrality of teachers in game-based learning (GBL) interventions.
They examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”.
In doing so, they examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL.
These principles include:
(a) Teachers play an active role in GBL environments;
(b) Games are a form of curriculum;
(c) GBL is a way of facilitating learning;
(d) Games are not contextually or pedagogically neutral;
(e) Teachers’ knowledge of GBL evolves over time; and
(f) Teachers’ professional identities impact GBL practice.
They conclude with pathways to engage the teacher education community in a critical assessment of ho w we can scaffold teachers to identify-study-incorporate games for learning.
Published: 2020
Updated: Feb. 03, 2021
28
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.
Published: 2020
Updated: Jan. 04, 2021
29
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.
Published: 2020
Updated: Jan. 01, 2021
30
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.
Published: 2020
Updated: Dec. 02, 2020