Search results for: Technology integration
Page 6/26 256 items
TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program
In this mixed-methods study, the authors sought to trace the development of preservice teachers’ technological pedagogical content knowledge (TPACK) over time. The results revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Updated: Jun. 06, 2016
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Updated: May. 01, 2016
This paper reports on a pilot study developed to support collaborative working between the English and science pre-service teachers, working together to produce an e-book based around a field trip to the seashore. The participants used mobile technologies to extend their interactions outside the classroom, using iPads in authentic, fieldwork situations. In conclusion, this pilot study has prepared the ground for a larger, international collaboration on the use of mobile technology in initial teacher education and the authors invite those interested in such a study to contact them.
Updated: Apr. 13, 2016
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
This study examined the observed relationships between students’ technology use and the technologies and classroom environments that teachers arrange for them. The results warrant three areas of discussion: interpretation of the correlations, the observation process, and the use of the NETS in evaluation. The authors argue that educational planners need to be aware of these pedagogical pressures and relate them to their own priorities, since a technology implemented in response to one need may have unintended consequences. Furthermore, these observations provided several guidelines for observation practice.
Updated: Mar. 07, 2016
Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
This research investigated factors that predict preservice teachers’ intentions to use Web 2.0 technologies in their future classrooms. Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers’ intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge.
Updated: Feb. 29, 2016
Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching
This article reports on Teaching Teachers for the Future (TTF) research, The Australian Government initiative. The research involve 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously.
Updated: Dec. 07, 2015
In this article, the authors reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years. The authors revisit the guidelines for using digital technologies in light of current scholarship and current contexts. They conclude that 15 years ago they focused on the Internet and the materials accessible online. Since then, the authors have seen the emergence of more advanced technologies. All of these developments have played into the concept of 21st-century classrooms. As a result, they see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready and engage with online professional learning sites.
Updated: Dec. 06, 2015
Supporting Teachers in Integrating Digital Technology Into Language Arts Instruction to Promote Literacy
This article describes a systematic review of relevant literature. The review was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. The review discusses nine digital tools to provide methods, affordances, and potential obstacles to their use.
Updated: Nov. 26, 2015