ICT & Teaching (416 items)To section archive
This study aimed to explore preservice science teachers’ views about the uses of e-readers and e-text prior to their science methods course and their views of their use of this technology when they are required to incorporate them as a resource in their lesson planning. The findings reveal that participants highlighted the potential of e-text as adaptable and more responsive to student interest and need. The authors also found that if preservice secondary education science methods teachers already owned an e-reader device, they reported being more comfortable with their own platform and preferred reading on paper.
Updated: Aug. 08, 2018
This study aimed to examine whether different instructional practices could positively influence students’ anxieties and perceptions about mathematics. The authors compared between three instructional practices, which conducted to back on the same days in the same classroom (in-class lecture, flipped learning with teacher-created videos, flipped learning with Khan Academy videos). The findings suggest that when comparing the multiple aspects of teaching and learning for a mathematics content course for elementary education preservice teachers, flipped learning with teacher-created videos has the potential to help improve students’ anxieties and confidence in mathematics more than do instruction that incorporates in-class lectures or third-party videos.
Updated: Jul. 12, 2018
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018
Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience
The purpose of this study was to understand the experience of a female beginning elementary school teacher participating in a training program aimed at supporting her professional development through the use of video. The authors conclude that the findings showed that this type of program can have benefits for the participants’ professional development. By focusing on the beginning teachers’ concerns and expectations, such programs can help them integrate new knowledge into their frame of reference and apply it in a concrete way in the classroom.
Updated: Jun. 13, 2018