Search results for: Hannafin Michael J.
Page 1/1 8 items
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
The authors designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design projects. The preservice teachers initially demonstrated superficial analysis, convergent ideation, and little evaluation when only limited procedural, conceptual, metacognitive, and strategic scaffolds were provided. Increased procedural and conceptual scaffolds in the second project improved the preservice teachers’ analytic and generative reasoning skills, as they identified multiple challenges, technology tools, and lesson ideas to integrate technology.
Updated: May. 26, 2014
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans. However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.
Updated: Jul. 17, 2013
This research study was designed to inform the development of a new teacher assessment model. This study focused on induction teachers and their mentors/administrators. The findings suggested that participants could find examples of key attributes in videos of teaching practice.
Updated: Nov. 16, 2009
Beyond Recollection: Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience. They used electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations.
Updated: Nov. 11, 2009
Video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this article, the authors compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.
Updated: Mar. 23, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009
In this article, the authors present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, the authors summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning.
Updated: Jan. 26, 2009
Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
A study was conducted to examine factors that influence teachers' technology integration, as they create technology-enhanced materials. Although all teachers received onsite peer mentoring, results of the study indicate that teachers who succeeded in designing technology-based materials interacted differently from their peers. Those teachers assumed greater ownership in learning and interacted frequently to obtain support and advance their development. Peer mentoring also influenced both the interaction among peers and quality of teacher growth in the community.
Updated: Feb. 12, 2008