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International Portal of Teacher Education

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Section archive - ICT & Teaching

Page 9/47 463 items
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81
Exploring Teacher Noticing of Student Algebraic Thinking in a Video Club
Authors: Walkoe Janet
In this study, the author aims to explore and support teachers’ movement through the early phases as they learn to attend to and reason about details of student algebraic thinking in the dynamic classroom environment. The findings reveal that the framework allowed preservice teachers in this study to articulate their thinking about student algebraic thinking. In addition, the author found that participants’ conversations about student thinking became more substantive as they participated in a series of video club sessions.
Published: 2015
Updated: Jul. 17, 2017
82
Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction
Authors: Hutchison Amy C., Colwell Jamie
The goal of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC). A planning cycle for integrating technology into literacy instruction. Reading Teacher to integrate iPads into literacy instruction. The findings revealed that: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle
Published: 2016
Updated: Jul. 03, 2017
83
How Can a Blended Learning Environment Enhance Job-Related Competencies of In-Service Physical Educators? –Development and Implementation of a Web-Based Video Analysis Service (EQUEL)
Authors: Borchert Thomas, Schloeffel Ralf
This article describes the future development of a web-based video analysis service (EQUEL). The aim of this service is encouraging in-service physical education (PE) teachers to reflect on their own teaching practice and how they can develop it further.
Published: 2017
Updated: May. 14, 2017
84
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
Authors: Warnock Chris
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Published: 2017
Updated: May. 14, 2017
85
Maker Principles and Technologies in Teacher Education: A National Survey
Authors: Cohen Jonathan
This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies. It also explores the factors which contribute to their decisions to include or not to include maker elements into their programs. Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles.
Published: 2017
Updated: May. 10, 2017
86
Using Virtual Role-Play to Enhance Teacher Candidates’ Skills in Responding to Bullying
Authors: Schussler Deborah L.
This exploratory study examines the effectiveness of a “virtual role-play” (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. The authors hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates’ communication skills and increase their confidence in responding to classroom bullying. The findings revealed that the repeated practice afforded by VRP improved candidates’ fluency in a way that traditional role-play did not, especially given the time and logistical constraints for conducting regular role-play.
Published: 2017
Updated: May. 10, 2017
87
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
Authors: Amador Julie M., Weston Tracy, Estapa Anne, Kosko Karl W., De Araujo Zandra
This article explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Findings illuminate preservice teachers’ degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Published: 2016
Updated: Mar. 29, 2017
88
Patterns of Generative Discourse in Online Discussions during the Field Experience
Authors: Lafferty Karen Elizabeth, Kopcha Theodore J.
The present study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Analysis of discussion threads related to classroom challenges revealed four distinct patterns of discourse as preservice teachers attempted to solve problems of practice. Preservice teachers used the space to link to and borrow from experts’ experiences and reflect on broader principles of teaching.
Published: 2016
Updated: Mar. 29, 2017
89
“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Authors: Seglem Robyn, Garcia Antero
Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.
Published: 2015
Updated: Mar. 08, 2017
90
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
Authors: Kilinc Ahmet, Ertmer Peggy, Bahcivan Eralp, Demirbag Mehmet, Sonmez Arzu, Ozel Ruhan
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Published: 2016
Updated: Feb. 26, 2017
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