Search results for: Educational technology
Page 9/24 237 items
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
The authors present evidence to demonstrate how school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. The authors conclude that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Updated: Apr. 24, 2013
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
Updated: Feb. 27, 2013
This study was aimed to identify the inter-relationships among internal factors and external factors that might affect pre-service teachers’ use of ICT. The participants were 1898 pre-service teachers in 18 different Turkish universities. The results indicate that pre-service teachers might have difficulty with integrating technology into the teaching and learning process. This study revealed that Turkish pre-service teachers used basic ICT applications. The pre-service teachers also reported that their knowledge level about advanced ICT applications was low.
Updated: Feb. 25, 2013
Their Portfolios, Our Role: Examining a Community College Teacher Education Digital Portfolio Program From the Students' Perspective
In this article, the authors describe an implementation of digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool–early elementary programs at a large, urban community college. Three years after implementation of the program, the authors conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it.
Updated: Dec. 30, 2012
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
This article examines the role that discomfort and resistance played in the experiences of participants by using online communication technologies to facilitate mentor relationships with high school students in writing. The authors argue that the Online Writing Partnership provided the future English teachers in this particular case an opportunity to feel uncomfortable with their approach to student writing during a period when they were not responsible for it and in contexts that were supportive of approaching writing as a process.
Updated: Nov. 27, 2012
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
This article describes a research which is the first phase of the design-based research (DBR) method. The goal of this study is to find out what kinds of pedagogical approaches and educational tools teachers have adopted when teaching their subject matter in Virtual Centre of Wellness Campus (ENVI) was set up at Rovaniemi University in Finland.
Updated: Oct. 21, 2012
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
The purpose of the current study was to explore students’ perceptions of the virtual classroom in terms of the impact they considered it made on their sense of transactional distance. The author used Moore’s (1997) Theory of Transactional Distance to analyze students' perceptions. The findings reveal that the use of the virtual classroom can potentially, at least, contribute to the development of quality dialogue. However according to Moore’s theory, this dialogue depends on structural aspects and, consequently, student perception of learner autonomy.
Updated: Sep. 19, 2012
Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors Within an Educational Cross-Media Experience
This article presents Geodromo, which was designed to be an innovative prototype of an educational multimedia infrastructure. The main goal was to provide young students and general public with knowledge of important concepts in several domains—including geology, climate, biology, and archeology—related to the specific context of the Natural Park of Aire and Candeeiros Mountain Range located in the center of Portugal.
Updated: Aug. 08, 2012
The purpose of this study was to identify critical factors expected in new-millennium learners (NMLs) competencies to prepare for their future and to construct an indicator of educational performance with valid and reliable criteria. The researchers developed the measurement of educational performance for NMLs on the basis of previous research and theoretical background. The researchers also conducted a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society.
Updated: Jul. 31, 2012