Search results for: Educational technology
Page 6/24 237 items
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.
Updated: Mar. 18, 2014
This study presents a comparison of lesson plans by teacher candidates in a teacher preparation program before and after universal design for learning (UDL) training. After training, 45 teachers incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.
Updated: Feb. 19, 2014
This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials.
Updated: Feb. 19, 2014
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Updated: Nov. 25, 2013
Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
This article proposes that in teachers’ professional development, using the cross-organisational learning and knowledge building model (LKB model) might better connect individual and organisational learning and promote teacher professional development. The authors provide the developed and validated cross-organisational LKB model in the teacher development context with the support of e-portfolio. The authors also discuss the barriers to be overcome when applying the LKB model. Finally, the authors present scenarios developed together with the stakeholders.The findings reveal the following barriers in applying LKB model: teachers’ habits for documenting and externalising their knowledge, participation in cross-organisational communities of educators, and their technical preparedness.
Updated: Oct. 30, 2013
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
In this qualitative case study the authors explored secondary social studies preservice teachers’ abilities to discern the digitized primary resources available to them for historical thinking instruction. The results revealed that two themes emerged from the initial data analysis: First, the preservice teachers were able to identify and rationalize an importance of digitized primary source websites in teaching the social studies. Second, the pedagogical knowledge preservice teachers held regarding historical thinking was made apparent through their evaluation of the website’s historical thinking task. The authors used the teacher cognition scholarship of Shulman in order to suggest that the preservice teachers’ enumerated knowledge sources are vital in tracing teachers' decisions.
Updated: Oct. 01, 2013
Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference
The purpose of this study was to investigate preservice teacher knowledge regarding the about cyberethics, cybersafety, and cybersecurity (C3) topics. The study also aimed to identify what C3 topics preservice teachers report that they currently know well enough to model or teach. The researchers designed the C3 Awareness and Instructional Preparedness Instrument to examine the preservice teachers' ability to model or teach 75 C3 topics. The results reveal that the preservice teachers surveyed do not possess adequate C3 knowledge nor the ability to teach their future students to keep themselves and their data safe from harm.
Updated: Sep. 08, 2013
The purpose of this study was to evaluate the effectiveness of a model for integrating assistive technology (AT) throughout a preservice undergraduate special education teacher preparation program at a large public university. Results indicated that special education teacher candidates were satisfied with their AT instruction and felt prepared for using ATs with students.
Updated: Aug. 07, 2013