Section archive - ICT & Teaching
Page 6/47 463 items
Incorporating Multiple Technologies into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics with Technology
This article aims to present an approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson. The lesson engaged preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data and then engages them in reasoning about students’ approaches to the task.
Updated: Oct. 09, 2018
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
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum
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.
Updated: Jun. 10, 2018
The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on their Teaching: A Case Study in Physical Education
This article describes a case study, which documented the influence of preservice teachers’ (PTs') experiences in a Video-Enhanced Training Program (VETP) on their teaching. Specifically, the authors sought to identify the influence of video viewing experiences by examining the PTs’ point of view. The findings revealed that the Video-Enhanced Training Program (VETP) fostered the PTs’ ability to conduct a classroom activity. The authors found that the majority of PTS followed the rule taught in the VETP when they were teaching a lesson. Furthermore, it was found that only when PTs could compare what they had learned with classroom events were they able to give professional credibility to the rule taught by teacher-educators, because only then they could judge the rule’s effectiveness. The findings also show that the PTs’ following the rule in their teaching was influenced by an individual mix of experiences. These findings highlighted the importance of multiplying and diversifying the experiences of learning to follow a rule so that PTs can each shape their own experiential trajectory.
Updated: May. 22, 2018
Application of Computer-Mediated Communication on Teacher Efficacy during School-Based Field Experience
This study examined the effectiveness of online social networking sites in developing the efficacy of student teachers during a practicum. The author found that such device was not as effective in enhancing teacher efficacy as many studies had hypothesized. Previous studies hypothesized that the popularity and familiarity of Facebook among student teachers would encourage them to use it as a platform where they can receive support, encouragement, and solutions when making decisions during a practicum. However, the findings of this study revealed that the efficacy of the participants in the Facebook community was only improved in area of Instructional Strategies, whereas that of the participants who were not part of this community improved in the areas of both Student Engagement and Classroom Management. The author concludes that an effective platform should involve both experienced teachers and other useful, easily accessible resources for student teachers. Furthermore, computer-mediated communication may not always be the optimal choice even with its commonality and familiarity.
Updated: May. 22, 2018
Developing Identities in the Workplace: Students’ Experiences of Distance Early Childhood Teacher Education
This paper describes a study that examines students’ experiences of distance teacher education as a process of changing participation in the workplace. The findings reveal that the students’ work responsibilities gave them experience of a range of teaching activities. The findings reveal that the students described the experience of contributing with increasing confidence within their teams as their professional knowledge and experience developed. The authors argue that even with limited face-to-face opportunities within the distance programme, the students were actively engaged in relating theory and practice.
Updated: May. 16, 2018
I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning
This article focuses on how children and preservice teachers responded to using technology in their learning processes and how the choice and use of certain kinds of apps prompted social engagement across both settings. The findings reveal that students, young and old alike, explored iPad apps socially. The authors conclude that they selected apps in their studies and encouraged preservice teachers to select apps that would align with social constructivist and sociocultural perspectives. Using these lenses, the authors advocate for apps designed to allow for open-ended, discovery-based learning through playful exploration and experimentation.
Updated: Apr. 22, 2018