Search results for: Educational technology
Page 2/24 237 items
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Updated: Feb. 26, 2017
This article describes an online course, which was created for engaging in-service teachers in pedagogies and technologies associated with creativity, innovation, and invention; using a variety of technologies in a safe, open, and playful atmosphere to help practicing teachers develop their own creativity; and providing tools for the development of creativity in their own students. Data from this self-assessment were analyzed to measure whether the course activities increased participants’ scores for overall creativity and for eight components of creativity. The results indicated that participants did make a significant overall gain in creativity and in the component areas of Abstraction, Connection, Perspective, and Boldness.
Updated: Feb. 01, 2017
In this action research, the authors describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model, but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards.
Updated: Nov. 08, 2016
The authors conducted this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design, in which educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course.
Updated: Aug. 31, 2016
In this study, the authors analyse the contribution of a teacher education setting based on ICT (email and forum) in developing professional knowledge of one prospective mathematics teacher, looking especially at tasks and forms of communication. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks, and to promote contributive communication in his classroom. In planning his lessons, the prospective mathematics teacher’s professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used, and in the forms of communication that he promoted, which involved more students in the classroom activities.
Updated: Jul. 28, 2016
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
This article explores a teacher educator's observations of preservice teachers’ technological literacy as it is often enacted across iterations of a writing methods course. Using personal examples and classroom anecdotes, the author argues that the construct of digital native is flawed and, instead, the author positions preservice teachers as instructional-technology learners rather than instructional-technology experts. To this end, she positions technological-literacy learning as parallel to early language learning as well as second-language acquisition, suggesting that preservice teachers understand technology and digital products from behind the screen before they are expected to engage in instructional-technology strategies in front of the screen.
Updated: Feb. 29, 2016
In this article, the authors identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. The findings revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions.
Updated: Feb. 29, 2016
This article describes the Innovative eLearning with eResources (eRes) project aimed to provide a sustainable, scalable approach to changing academic practice. The approach built on academic’s experience of using quality e-resources in research and for their reading lists in teaching. The eRes project was successful as student learning was enhanced through collaborative learning using quality e-resources with Web 2.0 technologies. However, two keys issues were identified. The first issue is the lack of scalability of the approach due to the high level of support required from a team of pedagogical and technical specialists brokered through an individual. The second issue is academic professional development.
Updated: Feb. 29, 2016
Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
This research investigated factors that predict preservice teachers’ intentions to use Web 2.0 technologies in their future classrooms. Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers’ intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge.
Updated: Feb. 29, 2016