Search results for: Web 2.0
Page 2/4 36 items
Pre-service Teachers’ Perceptions of the Internet and Online Courses: The Case of an American Pacific Island University
This paper reports the results of a questionnaire-based survey, which examined how pre-service teachers perceive online education. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The results may support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.
Updated: Dec. 23, 2014
This article discusses the role of Twitter in a graduate seminar on language teaching methodology. The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.
Updated: Aug. 25, 2014
This study examines the characteristics, advantages and shortcomings of the educational approaches used by Israeli students, who have developed and taught curricula on the intelligent use of the Web. Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and the dangers of using the Web. Quite a few, however, chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only the beneficial uses of the Web.
Updated: May. 26, 2014
This study aimed to field-test several conferencing technologies in regional schools to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers in practicum placements. The study also explored the potential of technology for other related purposes. Four technologies (Pocket camcorder, m-View, Skype, Adobe Connect) were trialed. Findings revealed that Pocket camcorders gave good video quality and were very portable.
Updated: May. 26, 2014
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
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014
Metacognitive Analysis of Pre-service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs
This exploratory study investigated the problems outlined in the literature surrounding the development of Teaching Games for Understanding (TGfU). The authors analysed blog postings over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The findings revealed that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm.
Updated: Aug. 26, 2013
The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
In this article, the authors examine the case of the Winston Society. The authors argue that the participants saw the technological demands of the Winston Society as less threatening than participating in social practices that emphasized more participatory and collaborative knowledge-making, distributed expertise, and less published and individuated kinds of authorship. The authors claim that the data pointed to at least three alternative directions for the use of new literacies in teacher education: teachers’ discomfort with digital epistemologies, the potential of online affinity spaces and of networking social media to mediate teachers’ professional development.
Updated: Jul. 30, 2013
Interacting and Learning Together: Factors Influencing Preservice Teachers’ Perceptions of Academic Wiki Use
The authors investigated the use of an academic wiki within a technology teacher preparation course. The results showed that although the preservice teachers believed that the wikis were useful in organizing and presenting information, their interactions within the wiki were somewhat immature and included little constructive feedback or editing others’ work.
Updated: Jun. 25, 2013
The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments
This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.
Updated: May. 13, 2013