Search results for: Ottenbreit-Leftwich Anne T.
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This study explored the relationship between English as foreign language (EFL) teachers’ content-specific pedagogical beliefs and their technology integration practices. Using a multiple-case-study research design, the authors examined 12 secondary-level EFL teachers’ beliefs using Johnson’s (1992) framework of skill-based, rule-based, or function-based. The findings suggested an overall alignment between EFL teachers’ content-specific pedagogical beliefs and technology integration practices. While EFL teachers used similar technology tools, the same tools were used to support different types of teaching practices depending on teachers’ content-specific pedagogical beliefs.
Updated: Jan. 01, 2020
In this article, the authors present the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches, technology content goals, and the broader context.
Updated: May. 29, 2011
This study aims to understand the differences that exist among programs of study and institutions of varying demographic characteristics in regards to teacher preparation in technology use. The study seeks to gain an understanding of the content included in these experiences and the rationale teacher educators have for selecting topics and methods for these experiences. The findings reveal that eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs.
Updated: Jan. 02, 2011
In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, the authors discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Implications are discussed in terms of both teacher education and professional development programs.
Updated: Jun. 29, 2010