Search results for: Technology integration
Page 9/26 257 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
This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research (AR). The findings revealed that thematic analysis yielded five themes: content and objectives, audience, classroom implementation, hardware and software use, and outcomes.
Updated: Aug. 05, 2015
This article utilizes five characteristics of “good” scientific theory: accuracy, consistency, scope, simplicity, and fruitfulness- taken from the work of Thomas Kuhn. Based upon this examination, four suggestions are provided to support future research into technology integration that seek to help address limitations in the TPACK framework and to inform its appropriate and thoughtful use in research and practice.
Updated: Aug. 03, 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
Engaging Pre-service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework
This article describes a case study, which conducted in the course to investigate the pre-service teachers’ changes in technology competency as well as reasoning on the interplays between technology, pedagogy, and content. The authors used the Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation (MAGDAIRE) framework. The findings suggest that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of Flash for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Updated: Jul. 21, 2015
The current review of literature examines 14 studies that utilized virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities.
Updated: Jul. 05, 2015
Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Updated: Apr. 28, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Updated: Mar. 30, 2015
Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
This study explored the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a social metacognitive - constructivist instructional framework, influenced the participants’ thinking about their own thinking with the technology in learning mathematics/science and their thinking about their students’ thinking and understanding when learning with the technology. Three themes emerged: The learning trajectory as an ordered network of experiences is multi-faceted; the tools are used for sharing knowledge as well as constructing knowledge; and the tasks sequence the participant in the role of a ‘teacher as a student’ transitioning to the role of ‘teacher as a teacher’.
Updated: Mar. 16, 2015