Search results for: Internet use
Page 3/3 30 items
The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre-service elementary teachers' beliefs about the use of the Internet in the social studies classroom.
Updated: Oct. 11, 2009
This article explores the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The participants in this research project were sixteen (6 females and 10 males) 13- to 15-year-old students who attended the 4-day camp. These students expressed interest in undertaking the online learning phase of the program for a period of 6 months after it. The article reports on how they engaged with the extended and open learning supported by online technologies.
Updated: May. 21, 2009
This study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise. The study also focused on these preservice teachers to identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. The findings suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technology activities.
Updated: May. 04, 2009
The paper highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research. This research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The authors highlight two areas that should serve as the nucleus of future research ventures: (a) research questions that address understudied areas and (b) design and methodological strategies for studying these questions.
Updated: Mar. 23, 2009
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008
A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve specific objectives and variation from class to class while providing effective instruction. This study examined 6 online activities focused on the types of objectives instructors often set in teacher education coursework. The activities were evaluated in an online graduate methods course.
Updated: Jul. 21, 2008
Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-based Tourist Guide for London
The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve socialconstructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario.
Updated: Apr. 12, 2008
The article explores how the Internet is used in the classroom and if its use benefits students' understanding. 127 web sites reported by teachers were analyzed. From the data, most K-12 educators view the web either as a lesson planning tool, or a place for supplemental information. Most sites were not interactive.
Updated: Mar. 23, 2008
The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication
This article reports research from an innovative university-secondary school partnership, the Web Pen Pals Project, which pairs preservice English teachers in online chat rooms with local middle school students to talk about young adult literature. The analyses reported here center on the type of dialogue that results during such online conversations.
Updated: Mar. 09, 2008
The article describes a study that explores how a community of practice focused on secondary school mathematics education during the members' pre-service teacher education program. Bulletin board discussions were analyzed in terms of Wenger's (1998) three defining features of community practice: mutual engagement, negotiations of a joint enterprise and development of shared repertoire for creating meaning.
Updated: Feb. 10, 2008