Search results for: Foulger Teresa S.
Page 1/1 10 items
Using a qualitative approach, the authors documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. The authors found evidence that small changes in their practice were creating larger consequences within their college; it appears the author's professional development model is creating a positive cultural shift.
Updated: Aug. 09, 2017
Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach
In this article, the authors compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores.
Updated: Aug. 09, 2017
In this action research, the authors describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model, but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards.
Updated: Nov. 08, 2016
The authors conducted this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design, in which educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course.
Updated: Aug. 31, 2016
In this article, the authors identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. The findings revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions.
Updated: Feb. 29, 2016
This study aims to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative.
Updated: Nov. 26, 2015
This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.
Updated: Jan. 02, 2011
Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. In this article, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces.
Updated: Nov. 30, 2009
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
This article promotes instructors’ ideas about behaviors of 21st century teachers. It also explores their efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the Innovations Mini-Teach, into their course. The findings indicated that preservice teachers in this study used a variety of strategies to learn new innovations well enough to teach or model their use to classmates.
Updated: Nov. 16, 2009
University instructors discuss a required educational technology course in a teacher education program. They examine the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data.
Updated: Mar. 11, 2009