Search results for: Instructional technology
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This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018
The goal of this study is to describe an intervention intended to improve preservice teachers’ understanding of phonological awareness. The participants were teacher candidates, who randomly assigned to watch a Content Acquisition Podcast on phonological awareness significantly outperformed matched peers who read a practitioner-friendly article on the same topic.
Updated: Apr. 15, 2015
The purpose of the study was to determine how learning about the integrated use of technology, pedagogy, mathematics content, and cognitive complexity would affect elementary school teachers' knowledge structure base and help them in constructing instructional units. The instructional units produced by the teachers portray a clear picture of student involvement.
Updated: Jan. 23, 2013
The current paper presents findings from an evaluation of an instructional-technology professional development (PD) program. In this multiphase evaluation, the authors examined program's fidelity and its relationship to the program's impact on teachers and students. The authors collected three levels of data: PD level, teacher level, and student level. The authors found connections between student outcomes and the program and teacher outcomes. This finding suggests that high-quality PD leads to improved teacher knowledge, which can then lead to higher student achievement.
Updated: Mar. 15, 2011
In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.
Updated: Jul. 06, 2009
Effects of Multimedia Software on Achievement of Middle School Students in an American History Class
This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003).
Updated: Dec. 29, 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
In her book, On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action, Jane Vella describes some of the things she learned that were important to teaching: “how to organize a lesson, how to structure a lesson plan and build a curriculum” (p. xviii). This approach is reflected in Paulo Freire’s words: “We teach the way we were taught” (p. xxi). But we are in the twenty-first century, and, with modern technology in which students click or zap and get wherever they want at high speed, this kind of teaching is not appealing anymore.
Updated: Mar. 19, 2008
Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students.
Updated: Feb. 10, 2008