Search results for: Archambault Leanna
Page 1/1 6 items
The article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. The authors examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality.
Updated: Aug. 25, 2014
The authors describe the preliminary findings associated with training pre-service teachers to use Massively Multiplayer Online Games (MMOGs) in their classrooms. The authors examine how a simple instructional intervention may emphasize salient, educational attributes of MMOGs and reduce the perceived curricular cost of MMOGs. To do so, this research applied a learning in technology perspective that describes immersive technology as a medium in which the environment and player become one.
Updated: Jul. 23, 2013
This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.
Updated: Jan. 02, 2011
This study examines the knowledge of 596 K-12 online teachers with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology.
Updated: Feb. 21, 2010
This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.
Updated: Jul. 02, 2009
The article explores how the Internet is used in the classroom and if its use benefits students' understanding. 127 web sites reported by teachers were analyzed. From the data, most K-12 educators view the web either as a lesson planning tool, or a place for supplemental information. Most sites were not interactive.
Updated: Mar. 23, 2008