Search results for: Technology uses in education
Page 1/4 38 items
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Updated: Jan. 24, 2017
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
The present article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. The authors argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology.
Updated: Sep. 04, 2016
The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England
This article explores the pedagogical technology continuing professional development (CPD) needs of early years educators in England. The findings reveal a difference in interpretation of ICTs between the UK governments and academic research that questions the merits of using ICTs for teaching. The practitioners associate ICTs with computers and software and mirror recent UK governments and their message that ‘e is best’. Furthermore, the practitioners view ICT as being a key CPD priority but they expect ‘instruction’ as opposed to directing CPD processes themselves.
Updated: Aug. 03, 2016
In the two last decades, educational development has become a mature and internationally recognised discipline. Writing about teaching, learning and assessment has helped to describe, analyse and affect practice, and to change the way in which educational development as a profession has become regarded. This article provides a personal selection of 20 key books that have been highly influential, with the aim of promoting debate both on the choice of texts and the future of educational development books in the next 20 years.
Updated: Jun. 05, 2016
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Updated: May. 01, 2016
This article explores a teacher educator's observations of preservice teachers’ technological literacy as it is often enacted across iterations of a writing methods course. Using personal examples and classroom anecdotes, the author argues that the construct of digital native is flawed and, instead, the author positions preservice teachers as instructional-technology learners rather than instructional-technology experts. To this end, she positions technological-literacy learning as parallel to early language learning as well as second-language acquisition, suggesting that preservice teachers understand technology and digital products from behind the screen before they are expected to engage in instructional-technology strategies in front of the screen.
Updated: Feb. 29, 2016
This article focuses on students as podcast providers rather than receivers. It addresses the question, ‘Are learner-generated podcasts a useful approach to assessment?’
Updated: Feb. 29, 2016
This study examined the perceptions of preservice teachers regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the classroom. The study also compared the perceptions of the preservice teachers classified as digital natives with those of the preservice teachers classified as digital immigrants to determine if there was a relationship between perceptions and age. The results indicated that although most of the preservice teachers were unsure about allowing cell phones in the classroom, they indicated that the devices’ calculator, access to the Internet, and audio player features provided instructional benefits.
Updated: Nov. 10, 2015
Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
This study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
Updated: Aug. 30, 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