Search results for: Technology use
Page 5/5 49 items
Catalyzing Student–Teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Updated: Jan. 07, 2009
The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology
This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students.A main effect was found for self-regulation level and achievement, as well as for goal orientation and class reparation/attendance.
Updated: Dec. 29, 2008
Using Alternative Lenses to Examine Effective Teachers’ Use of Technology with Low-Performing Students
Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself.This study used two lenses—teachers’ instructional practices and the research on effective technology use—to examine the use of technology by effective teachers.In conclusion, examining the use of technology in the context of teachers’ instructional practices provides a fuller picture of the different roles technology can play to support the learning of low-performing students.
Updated: Dec. 15, 2008
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008
The study described in this paper investigates how graduate students in language and linguistic specializations develop and perceive community and how these perceptions or developments differ according to medium (chat, discussion board, or face-to-face class and group discussions). The results of this study confirm that it is indeed possible to develop a sense of community through computer mediated communication tools and that classroom learning is not the only way to achieve strong communities.
Updated: Oct. 23, 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
Technology integration is achieved in teachers acting in the capacity of main change agents. The study explores the possibility of relations between teachers' beliefs about teaching and the use of technology. The study shows that a belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology.
Updated: Aug. 27, 2008
An interview study was conducted in Flanders, Belgium, regarding Information and Communication Technologies (ICT) teachers training. The study focused on the content and format of the teacher training and to what extent is the training linked to schools policies. The results indicate ICT programs are not well developed and linked only partially to school policies.
Updated: Jun. 10, 2008
Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers’ beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of PBL on preservice teachers’ beliefs regarding technology use and on their intended teaching practices.
Updated: Mar. 09, 2008