ICT & Teaching (415 items)To section archive

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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.
Published: 2017
Updated: Jul. 12, 2018
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.
Published: 2017
Updated: Jun. 17, 2018
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.
Published: 2018
Updated: Jun. 13, 2018
This study aimed to explore changes in preservice elementary teachers’ technology self-efficacy during their participation in a specialized science content course that utilized a mobile technology-based physics curriculum, Exploring Physics. The findings reveal that learning science via iPads and the Exploring Physics curriculum app helped increase preservice elementary teachers’ self-efficacy for integrating mobile-technologies in their future science teaching. The data suggest that preservice teachers showed positive changes in their views, perceptions, and confidence to integrate mobile technologies into their future science teaching. The authors argue that the integration of iPads in ways for preservice teachers to learn science content allowed the participants to see benefits of using mobile technologies in science teaching, which positively contributed toward their technology self-efficacy.
Published: 2017
Updated: Jun. 10, 2018