Search results for: Krutka Daniel G.

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What should teacher educators know about technology? Perspectives and self-assessments
Authors: Carpenter Jeffrey P., Rosenberg Joshua M., Dousay Tonia A., Romero-Hall Enilda, Trust Torrey, Kessler Aaron, Phillips Michael, Morrison Scott A., Krutka Daniel G., Fischer Christian
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Published: 2020
Updated: Sep. 23, 2020
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Microblogging about Teaching: Nurturing Participatory Cultures through Collaborative Online Reflection with Pre-service Teachers
Authors: Krutka Daniel G., Bergman Daniel J., Flores Raymond, Mason Katherine, Jack Ashlie R.
This study investigated the possibilities and challenges of using Edmodo as a reflective tool. Overall findings indicate that Edmodo was generally user-friendly and fostered substantive interactions among peers, and students and instructors perceived that collaborative reflection led to growth among pre-service teachers. In addition to the ease of using the Edmodo interface, many students expressed that they enjoyed the choice afforded by the medium.
Published: 2014
Updated: Jan. 18, 2016
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From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
Authors: Flores Raymond, Krutka Daniel G., Mason Katherine, Bergman Daniel J.
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Published: 2014
Updated: Feb. 16, 2015