Search results for: Anderson Janice
Page 1/1 4 items
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Updated: Jan. 02, 2017
Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program
This article is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions.
Updated: Feb. 17, 2015
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014