Search results for: Internet use
Page 1/3 30 items
Learning with their Peers: Using A Virtual Learning Community to Improve an In-service Biology Teacher Education Program in Brazil
The purpose of this study was to explore whether the use of virtual learning community (VLC) associated with an online teachers' professional development program enable Biology teachers to share knowledge with their peers. The findings reveal that teachers that joined the this community intensely shared knowledge both on Biological contents and didactic experiences. They seldom used the VLC-Bio for social purposes. The authors also found that the effective participation in the collective construction of knowledge on how to teach Biology topics occurred mainly through interaction of teachers with their peers.
Updated: Oct. 18, 2018
The aim of this study was to determine how Internet self-efficacy helps students to transform motivation into learning action and its effect on learning performance. There were two main results of this study; the first one is: it was proved that the Internet self-efficacy of learners is an important factor influencing learning performance and motivation; and these influences are stronger for male students than for female students. The second result of this study shows that Internet self-efficacy had less influence on learning performance for the female students than for the male students; however, Internet self-efficacy did influence the confidence and learning performance of the male students.
Updated: Jan. 19, 2016
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.
Updated: Aug. 05, 2015
Pre-service Teachers’ Perceptions of the Internet and Online Courses: The Case of an American Pacific Island University
This paper reports the results of a questionnaire-based survey, which examined how pre-service teachers perceive online education. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The results may support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.
Updated: Dec. 23, 2014
This study explored the development of preservice chemistry teachers’ reflective skills as they were involved in web-based portfolio construction as part of their teaching practicum course. The authors proposed a set of reflection-based tasks to enrich preservice science teachers’ internship experiences.The findings showed that the participants demonstrated high- and low-level reflective skills in each reflection task. Moreover, the authors identified a statistically significant increase in the frequency of high-level indicators from the first to the second reflection task. In addition, the participants perceived the web-based portfolios as tools that allowed easy access and the development of better portfolio artifacts.
Updated: Mar. 05, 2014
Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference
The purpose of this study was to investigate preservice teacher knowledge regarding the about cyberethics, cybersafety, and cybersecurity (C3) topics. The study also aimed to identify what C3 topics preservice teachers report that they currently know well enough to model or teach. The researchers designed the C3 Awareness and Instructional Preparedness Instrument to examine the preservice teachers' ability to model or teach 75 C3 topics. The results reveal that the preservice teachers surveyed do not possess adequate C3 knowledge nor the ability to teach their future students to keep themselves and their data safe from harm.
Updated: Sep. 08, 2013
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.
Updated: Jun. 25, 2013
This article emphasizes features of Internet literacy practices that preservice mathematics and science teachers found compelling and important for their pupils’ learning. 24 mathematics and science preservice teachers (PSTs) conducted a scaffolded investigation into the literacy practices of pupils in their practicum placements. These investigations clearly demonstrated to PSTs that Internet literacies create new demands on comprehension strategies that are in some ways similar to traditional literacies but in many respects go beyond them.
Updated: Apr. 22, 2012
In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.
Updated: Mar. 21, 2012
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012