Search results for: K–12 classrooms
Page 3/3 29 items
Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project.
Updated: Dec. 29, 2008
The article recommends new reading and writing skills, mirroring an ever-expanding definition of literacy, new college and K-12 curricular programs that redefine digital media are popping up all over the country. The intent of this article is to share information and provide guidance for preservice and in-service teachers about a mediated alternative instructional strategy that has the ability to reach reluctant and struggling readers. Findings are presented from a pilot study that evaluated a new Web-based tool that links the interests of media-centric students with their natural fondness for story.
Updated: Nov. 27, 2008
The Impact of a NCLB-EETT Funded Professional Development Program on Teacher Self-Efficacy and Resultant Implementation
In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K-12 teachers. This study investigated the impact of these courses on the course participants' self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants' self-efficacy due to different demographic characteristics. The positive perceptions of the course effectiveness from the participants suggested an overall success of the program.
Updated: Nov. 17, 2008
In this article the model Educational Value-Added Assessment System (EVAAS) is examined. The methodological issues with the model are presented. The author considers it the model most sophisticated value-added model.
Updated: Sep. 18, 2008
Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-based Tourist Guide for London
The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve socialconstructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario.
Updated: Apr. 12, 2008
The article explores how the Internet is used in the classroom and if its use benefits students' understanding. 127 web sites reported by teachers were analyzed. From the data, most K-12 educators view the web either as a lesson planning tool, or a place for supplemental information. Most sites were not interactive.
Updated: Mar. 23, 2008
The article provides a framework that integrates recent institutional analysis guides for theorizing K-12 public education in the United States. The author introduces three constructs and applies the, to a case study of district reading and mathematical reform.
Updated: Mar. 23, 2008
This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting cientific inquiry. Qualitative data provided an explanation of the findings.
Updated: Mar. 09, 2008
This article examines the gap between the practicesthat beginning teachers learn in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. The authors describe the theory of horizontal expertise and how its use can address the problem. They then identify three processes essential to the development of horizontal expertise: the exchange of tools, the negotiation of social languages, and argumentation.
Updated: Jan. 02, 2008