Search results for: Baran Evrim
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Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
Updated: Aug. 08, 2017
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Updated: Oct. 16, 2013
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This article addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The article describes survey development process and results from a pilot study on 124 preservice teachers.
Updated: Mar. 02, 2010