Search results for: Technologically-mediated learning
Page 1/1 7 items
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
Using Technology as a Tool for Learning and Developing 21st Century Citizenship Skills: An Examination of the NETS and Technology Use by Preservice Teachers With Their K-12 Students
This longitudinal 5-year study explored work samples and reflections of elementary and secondary preservice teachers in a graduate teacher education program. The study examined (a) to what extent did preservice teachers integrate technology into their instructional planning? (b) to what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs? Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students.
Updated: May. 04, 2009
Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration
The purpose of the study is to explore the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology.
Updated: Mar. 16, 2009
Technology mediated coaching or mentoring has a strong possibility of overcoming barriers of accessibility of onsite mentoring. The article explored peer reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. Those who accessed the resource reported shifts in their attitudes towards instruction and changes in instructional practices.
Updated: Nov. 05, 2008
The article explores changes in teachers' thinking and learning, following their participation in a video club. The study first investigated the changes in the teachers' talk during video segments, and then identified three paths of noticing the students' mathematical thinking: direct, cyclical and incremental. Finally, the study noted how the video club context influenced the teachers' learning.
Updated: Mar. 31, 2008
The advantages and disadvantages of using ICT as a mediating artefact in classrooms compared to alternative tools
The article describes the conditions in which information and communication technology (ICT) may be advantageous over alternative tools of illustration. The main focus is the importance of context to the learning activity in which the teacher plays an important part.
Updated: Mar. 14, 2008
We consider that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. An examination of the evolution of the design of videogames is a good way to analyze the main contributions and characteristics of games-based learning environments. At the same time, we will discuss the main obstacles and challenges to the use of games for learning.
Updated: Feb. 10, 2008