Search results for: Educational technology
Page 4/24 237 items
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.
Updated: Aug. 05, 2015
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Updated: Aug. 03, 2015
Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills
This study investigated the perceived development of student teachers’ attitude towards research and the development of their research knowledge and skills, after participating in an introductory course in teacher research. The findings reveal that the students perceived a positive development in their attitude towards research, especially in their opinions of the importance of research and their own capability of conducting and using research. This study showed a significant difference, as students described teacher research as more important in comparison to the extent to which they were planning on carrying our research or using it in practice.
Updated: Jul. 29, 2015
This study was conducted to better understand how preservice teachers’ perceptions of global concepts related to teaching, learning, and technology, were influenced by participation in a technology-focused early field experience within the authentic context of an early childhood laboratory preschool. Findings indicated that preservice teachers’ perceptions of pedagogy and technology are influenced by the early childhood-focused early field experience.
Updated: Jul. 28, 2015
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Updated: Jul. 22, 2015
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015
This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.
Updated: Feb. 11, 2015
Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Updated: Feb. 08, 2015
This article focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The findings reveal that preservice teachers demonstrated a high degree of initiative. In addition, the students began to recognize the potential of such creative DLTs as a bridge between the use of familiar hands-on materials as representations and abstract representations of mathematical models. Furthermore, the students gained confidence after successfully presenting their DLTs to their peers, and their self-efficacy in using technology to teach mathematics increased due to these enactive mastery experiences.
Updated: Jan. 13, 2015
Preservice Teachers’ Perceptions of Learning Science Methods through Hybridizing Asynchronous and Traditional Experiences
This study addresses the research question about preservice teachers’ perceptions toward online learning after completing an elementary science methods course. Specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Survey and focus group data indicate that the preservice teachers valued and wanted more online experiences, but not as a total replacement of traditional methods experiences. Furthermore, using the video cases made improved comprehension possible because all preservice teachers could watch the same learning experience. The author concludes that online video cases will likely continue to provide instructors with the ability tangentially to capture elementary classroom learning environments and elementary student learning while working with preservice teachers.
Updated: Sep. 02, 2014