Search results for: Instructional design
Page 3/4 37 items
In this article, the authors interviewed twelve expert teacher educators to explore their understanding of the concepts of meaning-oriented learning and deliberate practice. These concepts may be expected to promote student teachers’ continuous professional development. The authors were also interested to explore the pedagogies which stimulate these experts in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning.
Updated: Jul. 30, 2012
In this article, the authors investigate the value of collaboration in promoting the sharing of individual reflective thinking in group work and enhancing metacognitive knowledge in a project-based e-learning context. The authors conducted an empirical study using a collaborative learning script combining individual and collaborative activities at specific phases of a project as an additional scaffold. The authors used MyProject in an e-learning context where all the interactions take place online and the life cycle of a project is inherent in the environment.
Updated: Jul. 23, 2012
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Updated: Jun. 26, 2012
Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations
The current mixed-methods study investigated the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators’ computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also investigated. The results revealed that handouts that accompany computer-generated slide presentations served as a crucial learning tool for students in their teacher education experiences. This study also found that amount of detail provided in a handout affects the degree of perceived student learning
Updated: Apr. 24, 2012
In this article, the authors intend to solve two enduring problems in education: Unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction. Hence, the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching.
Updated: Apr. 16, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
In this article, the authors review three lines of experimentation that call into question important aspects of common instructional practices. The authors conclude by discussing the frequently observed dissociation between people’s perceptions of which learning procedures are most effective and which procedures actually promote durable learning.
Updated: Jul. 05, 2011
In this study, the authors introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning(UDL). The UDL framework provides multiple solutions that support student learning. The findings show that the digital backpack provides a structure for districts and teachers to proactively plan how to they can support diverse learners in a project-based learning environment. In addition, it was found that the students with the least amount of technology experience were able to complete the project in the most efficient fashion.
Updated: Mar. 09, 2011
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010