International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 7/47
463 items
61
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Published: 2015
Updated: Feb. 22, 2018
62
This article describes a project used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. The authors were interested to look at whether, and possibly how, such an intervention impacts preservice teachers. the authors conclude that these findings suggested that the impact of this intervention were quite promising. The authors argue that the simultaneous access to all registers of representation seemed to move preservice teachers’ perspectives significantly away from a strictly procedural focus and to a more concept-driven approach to thinking about and doing mathematics.
Published: 2016
Updated: Feb. 18, 2018
63
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue.
The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives.
The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Published: 2016
Updated: Feb. 11, 2018
64
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Published: 2015
Updated: Feb. 08, 2018
65
This study examined how prospective teachers engaged in class discussions within a synchronous, online environment. The findings reveal that the prospective teachers used variety of ways to participate in the online discourse. The participants also responded to the instructor with quick affirmations. The authors found that many of the participants commented on how they appreciated viewing live technology demonstrations and the opportunities to discuss issues related to content, technology, and pedagogy with one another.
Published: 2015
Updated: Feb. 08, 2018
66
This paper investigates how universities might engage more effectively with the imperative to develop students’ twenty-first century skills for the information society. It examines learning challenges and professional learning strategies of successful digital media professionals. The results of this study assert that the university maintains an important place in professional learning, particularly for the acquisition of generic/transferable capabilities such as critical thinking. However, the universities need to consider new pedagogic affordances of digital technology in the educational space. The author concludes that this study used the learning challenges and strategies of digital media professionals to investigate what students in the information society should be learning, and how they learn best in the digital age.
Published: 2016
Updated: Feb. 08, 2018
67
The present article describes one element of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. This element focused on how technology is integrated within the context of English teacher education programs. Specifically, this article focuses on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work. The authors conclude that technology is already changing the understanding of content in the English language arts (ELA) classroom. Hence, the teaching and learning of technology is regarded as essential other content in English. The authors argue that the availability of technology in higher education, as well as in school districts, continues to be problematic and dependent upon a community’s commitment to it.
Published: 2016
Updated: Feb. 07, 2018
68
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks.Furthermore, the authors also found variation in classroom management.
Published: 2016
Updated: Nov. 15, 2017
69
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Published: 2015
Updated: Nov. 02, 2017
70
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Published: 2016
Updated: Oct. 29, 2017