Search results for: Technology use
Page 1/5 49 items
Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.
Updated: Oct. 14, 2021
Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half (n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.
Updated: Sep. 03, 2021
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Updated: Nov. 02, 2017
Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Technologies
In this article, the author discusses the importance of conceptualizing place and space in teacher professional development intervention research. Using a cultural historical activity theory framework, the author discusses how the cultural and historical aspects of the place and context in which the teachers taught mediated the teachers’ understandings of the affordances of incorporating critical digital literacies into their classroom teaching. Findings suggest introducing new tools into the rural setting helped influence teachers’ identity in their role as professional educators. The professional development intervention helped the teachers develop a greater sense of agency and purpose within their rural context.
Updated: Feb. 26, 2017
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
This paper examines seven literacy coaches’ digital note-taking practices using mobile technology and their influence on reflective practice. The study investigated the coaches’ transition from note-taking by paper and pencil to the note-taking application Evernote. Findings suggest that successful integration and future acceptance of mobile technology for reflective practices depends not only on its usability, but also on the types of professional development provided to the user.
Updated: Nov. 10, 2015
Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”
The purpose of this case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students’ understanding of cell processes, and (b) present research findings about students’ beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning.
Updated: Nov. 09, 2015
This paper examines the feasibility of having a “Bring Your Own Digital Device” policy for students. The initial emphasis was on identifying the digital technology demands of teacher education courses. A representative range of potential devices was tested against these demands. At the time of testing, all laptop devices were found to be adequate but only the iPad was adequate in the mobile range.
Updated: Aug. 30, 2015
This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Updated: Feb. 05, 2014
The goal of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance.
Updated: Oct. 17, 2013