International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Effective technology
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6 items
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This article describes a case study, which conducted in the course to investigate the pre-service teachers’ changes in technology competency as well as reasoning on the interplays between technology, pedagogy, and content. The authors used the Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation (MAGDAIRE) framework. The findings suggest that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of Flash for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Published: 2012
Updated: Jul. 21, 2015
2
In this article, the authors critically analyze extant approaches to technology integration in teaching. The authors argue that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. They recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration.
Published: 2009
Updated: Jul. 06, 2009
3
In this study, the authors determine the efficacy of two-way videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Participants include two special education pre-service teachers and four university supervisors of practicum and student teaching experiences.
Published: 2008
Updated: May. 07, 2009
4
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.
Published: 2008
Updated: Dec. 15, 2008
5
The incident from my earlier teaching career came to mind after listening to different comments made by colleagues in the college of education where I teach regarding the effective use of technology in our teacher education programs. I began to wonder if we were all operating from the same working definition when we talk about integrating technology into our teacher education program.
Published: 2008
Updated: Jul. 14, 2008
6
While many factors are taken into account when identifying appropriate practicum placements, effective technology use by the classroom teacher is rarely considered. This is disconcerting given the recent emphasis on teacher technology preparation. The research described in this article studies 30 preservice teachers’ participation in a six-week virtual practicum.
Published: 2007
Updated: Apr. 27, 2008