Search results for: Computer-mediated environment
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A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Updated: Jan. 01, 2021
Communication technologies have shaped social, economic and political circumstances in which all forms of education operate. Teacher education, adaptation and response is now quite predictable. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful computing and communication technologies (CCT) . The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being transformed.
Updated: Aug. 27, 2008
Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century
In this paper, the use of ICT for documenting and publishing teacher designs for learning form the basis of our work with teachers. The learning activities that they created for their students incorporated the use of ICT in dynamic ways since these are the resources that form the basis of their actions and problem solving in their daily lives.
Updated: Aug. 27, 2008
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
Updated: Mar. 02, 2008