Search results for: Educational technology
Page 3/24 237 items
Are You Ready to Teach Secondary Mathematics in the 21st Century?: A Study of Preservice Teachers’ Digital Game Design Experience
This case study investigated preservice teachers’ perceptions of digital games and their experiences designing and building an educational digital game. In this study, the authors sought to understand enactivism by applying the theory to practice and demonstrating a successful implementation of enactivism in a teacher education classroom. By adapting enactivist approaches, they have created a learning world that incorporates complex real-world problems while giving learners great freedom of exploration. Teachers in this study demonstrate all the 21st century skills through the game design and building experience. Teachers learning in such an enactivist world changed their perceptions. The creative process of designing games forced them to move out of their comfort zones, demonstrating that they were capable of making fun and interesting games.
Updated: Feb. 23, 2016
The present paper examines a collaborative study that two teacher educators conducted across two sites. The researchers designed the wiki to support teacher candidates’ critical thinking about learner characteristics; community, classroom, and school factors; and pedagogical content necessary to support elementary school students’ literacy development. Results show that peer collaboration on wiki exchanges supported collaboration and critical thinking about student characteristics and instructional pedagogy. The wiki posts indicated that the wiki supported candidates in considering the developmental needs of students; students’ diverse approaches to learning; and students’ existing skills, abilities, and prior knowledge. The wiki also supported candidates in considering their pedagogical practices in relation to their students’ levels of literacy development.
Updated: Jan. 20, 2016
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Updated: Jan. 10, 2016
Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning: Lessons from the Time To Know Program
This research provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions.
Updated: Dec. 30, 2015
In this article, the authors reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years. The authors revisit the guidelines for using digital technologies in light of current scholarship and current contexts. They conclude that 15 years ago they focused on the Internet and the materials accessible online. Since then, the authors have seen the emergence of more advanced technologies. All of these developments have played into the concept of 21st-century classrooms. As a result, they see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready and engage with online professional learning sites.
Updated: Dec. 06, 2015
This study aims to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative.
Updated: Nov. 26, 2015
This article has examined the case of one particular learning activity and the design, development and implementation of that activity to address the particular needs of pre-service teachers in one teacher education programme in New Zealand. The authors considered three core principles which adopted in the design of the docudrama activity: (a) to provide pre-service teachers with an experience of educational technology as an integral part of the learning; (b) for students to experience an example of what ‘student centred learning’ might look like; and (c) to highlight the value of authentic contexts for learning. Results from the evaluation survey indicate that the design of the docudrama activity contributed to participants’ learning about how educational technologies help support alternatives to traditional teaching and learning practices.
Updated: Nov. 09, 2015
Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community
The present study examined whether teachers’ actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community of practice framework. The results showed that teachers’ actions in the math subject community did not support the traditional notions of the community-of-practice framework.
Updated: Oct. 07, 2015
This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the National Educational Technology (Standards for Teachers NETS•T). The findings reveal that the WTA seemed to support students’ self-reflection and professional development by providing relevant quantification of their abilities to meet the NETS•T. Teacher candidates scored at a proficient level, indicating that they were prepared to enter the teaching force with the knowledge, skills, and dispositions identified in the NETS•T. The participants had the opportunity to develop their own individualized professional development plans to increase their proficiencies.
Updated: Aug. 30, 2015
This article describes the ways opportunities and constraints in online mathematics teacher education (OMTE) and the authors' view of learning encouraged a deeper consideration of the role of environment in their teaching practice. Central to this discussion are the authors' values and the understandings mathematics teacher educators (MTEs) bring to OMTE and the conflicts between understandings of the online environment and views of learning that undergirded the instructional activities created. This article focuses on the MTEs’ development as teachers in online environments.
Updated: Aug. 11, 2015