Sep. 15, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal resource list with some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Between March 11 - 18, 2012 we offer a special study tour in Israel for teachers, policy makers & administrators: Teacher Education, Teaching, and Information & Communication Technologies.
For more information and registration please click here.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

September 15, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
September 2011
Featured Items
Preservice Teacher Application of Differentiated Instruction
This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.
Self-Regulated Pupils in Teaching: Teachers’ Experiences
The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.
A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge
This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.
Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships
In this paper, the authors discuss collaborative models that hold potential for evaluating technology integration professional development (TIPD) partnerships. The authors examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships. The authors conclude that collaborative evaluations foster working relationships and shared understandings. They shift and expand the focus from the evaluation of outcomes only to the evaluation of processes and outcomes.
Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
A Technological Reinvention of the Textbook: A Wikibooks Project
This paper proposes a relatively radical hypothesis: Textbooks as educational tools are outdated and in need of reconceptualization. Furthermore, the authors believe that present technology affords us the opportunity to experiment with this reconceptualization in ways that not only facilitate teaching and learning but also redefine the role of the teacher in the classroom. The authors investigate one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. This initiative is taking place at Old Dominion University in Norfolk Virginia.
Pedagogy in the Multimodal Classroom: An Analysis of the Challenges and Opportunities for Teachers
Focusing on teachers’ work in literacy teaching, this article proposes some signposts to assist teachers in navigating in the multimodal classroom. Specifically, the study uses the influential conceptualization of literacy teaching in the multimodal context, the Multiliteracies Pedagogy Framework to examine 11 cases of literacy teaching from a range of contexts.
September 2011
All Recent Items
Professional Development
Do Career Goals Promote Continuous Learning among Practicing Teachers?
Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships
From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum
Maintaining, Reframing, and Disrupting Traditional Expectations and Outcomes for Professional Development with Critical Friends Groups
Acknowledging the Complexity and Diversity of Historical and Cultural ICT Professional Learning Practices in Schools

Teacher Education & Instruction

The Views of Five Participating Undergraduate Students of the Student Associates Scheme in England
Pedagogy in the Multimodal Classroom: An Analysis of the Challenges and Opportunities for Teachers
Self-Regulated Pupils in Teaching: Teachers’ Experiences
Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?

Research Methods

A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

Mentoring & Supervision

Technology Supported Cognitive Apprenticeship Transforms the Student Teaching Field Experience: Improving the Student Teaching Field Experience for All Triad Members

Special Education

Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
Service-Learning Experiences of College Freshmen, Community Partners, and Consumers With Disabilities
Building a Pathway of Optimal Support for English Language Learners in Special Education

Preservice Students

The Biasing Effects of Labels on Direct Observation by Preservice Teachers
Preservice Teachers' Knowledge, Attitudes, and Perception of their Preparation to Teach Multiliteraies/Multimodality
Preservice Teacher Application of Differentiated Instruction

Beginning Teachers

Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition

Technology & Computers

Toward a Virtual Field Trip Model for the Social Studies
Prospective Elementary Teachers Gone Wild? An Analysis of Facebook Self-Portrayals and Expected Dispositions of Preservice Elementary Teachers
National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Influencing Preservice Teachers' Intention to Adopt Web 2.0 Services
Evaluation of Learning Efficiency and Efficacy in a Multi-User Virtual Environment
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
Using Videoconferencing Technology to Enhance Classroom Observation Methodology for the Instruction of Preservice Early Childhood Professionals
A Technological Reinvention of the Textbook: A Wikibooks Project
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in A Mandated State Testing Environment

Theories & Approaches

Teacher Preparation for Inclusive Education: Increasing Knowledge But Raising Concerns
Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong
September 2011
 
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