Search results for: Technology integration
Page 3/26 256 items
The present article describes one element of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. This element focused on how technology is integrated within the context of English teacher education programs. Specifically, this article focuses on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work. The authors conclude that technology is already changing the understanding of content in the English language arts (ELA) classroom. Hence, the teaching and learning of technology is regarded as essential other content in English. The authors argue that the availability of technology in higher education, as well as in school districts, continues to be problematic and dependent upon a community’s commitment to it.
Updated: Feb. 07, 2018
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Updated: Feb. 06, 2018
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks.Furthermore, the authors also found variation in classroom management.
Updated: Nov. 15, 2017
The goal of this study was to explore Early Childhood Education (ECE) pre-service teachers’ perceptions of technological, pedagogical, content knowledge (TPACK) development in the course Instructional Technology and Material Design, which required them to design educational computer games for ECE. The findings show that participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, the participants compensated for inadequacy in a knowledge domain with help from friends, instructors, or the Internet, in addition to personal efforts to increase knowledge.
Updated: Sep. 27, 2017
The purpose of this study was two-fold. Firstly, it examined how preservice primary teachers develop self-assessed technological, pedagogical, and content knowledge (TPACK) in science through an intervention in which they were acquainted with using simulations in science teaching. Secondly, it studied the possible connection of preservice teachers’ beliefs measured through their self-assessed knowledge in the different domains of the TPACK framework with their attitudes toward simulations. The results indicate that the introduction to simulations in science had a medium to large effect on the preservice teachers’ beliefs in the content knowledge (CK), pedagogical knowledge (PK) and TPACK domains of the TPACK framework. Preservice teachers’ belief in their technological knowledge (TK) correlated with their views on the usefulness of simulations in science teaching.
Updated: Sep. 06, 2017
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Updated: Aug. 13, 2017
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Updated: Aug. 09, 2017
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