Search results for: Integration of technology
Page 1/1 8 items
This study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.
Updated: Dec. 13, 2020
Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
The authors undertook this systematic review in order to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria were included in this review. The authors found that blended learning that the majority of the studies confirmed that blended learning had a positive impact on attaining academic course outcomes. They also found that a blended learning environment contributed to pre-service teachers developing positive attitudes towards the courses. In addition, they also concluded that face-to-face aspects of the courses were favoured considerably asthey enhanced social interaction between peers and teachers. The authors recommend that pre-service teacher education curricula be modified by infusing ICT into the entire program through blended learning rather than delivering isolated ICT courses. They suggest that this may thus serve as catalysts for prospective teachers to integrate the use of ICT in their own teaching.
Updated: Aug. 11, 2019
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Updated: Oct. 27, 2011
Preservice Teachers' Knowledge, Attitudes, and Perception of their Preparation to Teach Multiliteraies/Multimodality
The goals of this research are to examine the preservice teachers' knowledge of multimodality/multiliteracies, their perceptions of their preparation and attitudes to teaching multiliteracies in K–12 grades. The results of this study revealed that the participants were aware of the changing nature of communication technologies and their transformative impacts on literacy forms and knowledge and skill acquisition. The study proposes concrete steps to improve preservice teacher preparation so that teachers are better prepared to teach using different modes and media in today's diverse classrooms.
Updated: Sep. 14, 2011
This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts.This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
Updated: Dec. 29, 2008
In this paper, the authors sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students' experiences were influenced by the integration model chosen by the teachers. The authors discuss four integration models in the context of hybrid online education and particularly in adventure learning. Finally, the authors provide recommendations for the design, development, implementation, and integration of hybrid online education programs.
Updated: Nov. 17, 2008
Are We There Yet?: The Power of Creating an Innovation Configuration Map on the Integration of Technology into Your Teacher Education Program
The incident from my earlier teaching career came to mind after listening to different comments made by colleagues in the college of education where I teach regarding the effective use of technology in our teacher education programs. I began to wonder if we were all operating from the same working definition when we talk about integrating technology into our teacher education program.
Updated: Jul. 14, 2008