Search results for: Technology uses in education
Page 2/4 40 items
This paper examines the feasibility of having a “Bring Your Own Digital Device” policy for students. The initial emphasis was on identifying the digital technology demands of teacher education courses. A representative range of potential devices was tested against these demands. At the time of testing, all laptop devices were found to be adequate but only the iPad was adequate in the mobile range.
Updated: Aug. 30, 2015
Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
This study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
Updated: Aug. 30, 2015
This study investigates how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes.
Updated: Aug. 03, 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
The purpose of this study was to investigate student interns’ perceptions of the e-portfolio process and what they learned as a result of this practice. The researchers gathered in-depth information from 224 students, who were required to create e-portfolios for their academic program during their final semester of the 2008–2009 academic year. Several themes emerged from this study: increased scope, timing, alignment with standards, guidance, opportunities to document growth, organize work according to standards, and type and frequency of feedback provided by faculty and other key personnel to students developing e-portfolios.
Updated: Aug. 02, 2015
The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making
This study examined the influence of technology-based internships on teachers’ instructional decision-making during their first year in the classroom. The findings indicated that the technology internship exposed participants to such realities as time and classroom management, adaptation to available technology resources, and introducing new tools to students.
Updated: Feb. 17, 2015
Navigating Access and Maintaining Established Practice: Social Studies Teachers' Technology Integration at Three Florida Middle Schools
This study examines middle grades social studies teachers’ technology integration in their classrooms. The participant teachers indicated their beliefs that technology integration was important for student learning and that students learned best in an active, hands-on, classroom. However, few teachers required students to gather and analyze information in the class setting. The findings suggest that multiple factors influence the teachers’ practices, including access and functionality of technology, teacher attitude toward and comfort with technology, and teaching philosophy and pedagogical practice.
Updated: Sep. 10, 2014
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Updated: Aug. 06, 2014
This study explores how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.
Updated: May. 26, 2014
Implementing an Educational Technology Course in Namibia’s Basic Education Teaching Diploma Programme
This article reports on the progress made towards implementing a pre-service education course in instructional media to be implemented in at all four Colleges of Education in Namibia. The author describes her work revision on it to include ICTs and technology integration.
Updated: Jun. 26, 2013