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Search Results for 'Social networks' (Keyword)
31 items found 1 / 4
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1   |   From section ICT & Teaching
Preservice Teachers’ Microblogging: Professional Development via Twitter
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
2   |   From section ICT & Teaching
More than Social Media: Using Twitter With Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice
The present article illustrates the authors' attempts integrating twitter into their methods courses and investigates different opportunities that twitter provided for preservice teachers. The article describes these attempts from multiple perspectives—both from English educators and preservice teachers. The authors conclude that twitter provided unique opportunities for preservice teachers to engage with communities of practice and, to engage in reflection.
Publication Year: 2016    |    Updated in ITEC: October 15, 2017
3   |   From section ICT & Teaching
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Publication Year: 2017    |    Updated in ITEC: October 1, 2017
4   |   From section Instruction in Teacher Training
Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions
This study was undertaken with two main goals. Firstly, the study aims to identify the factors that affect the use of social networking sites (SNSs) in e-learning, particularly among students and lecturers in higher learning institutions in Malaysia. Secondly, the study also intends to design and develop a social e-learning tool based on the identified factors. The findings revealed factors such as Social Networking, Ease of Use, Convenience and Ease of Use influence the use of SNSs in e-learning. Dissatisfaction towards current e-learning platforms (E-Learning Perception) also motivates the students and lecturers to seek alternative measures. In short, it can be concluded that the majority of the students and lecturers felt positively about the use of SNSs in e-learning. This was further proven with the implementation of Book2U, with the majority of the respondents perceiving Book2U as simple and appealing.
Publication Year: 2014    |    Updated in ITEC: March 16, 2017
5   |   From section Beginning Teachers
Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction
The goal of this paper is to provide a useful framework rooted in social capital theory to be utilized to guide future research and practice concerning novice teacher induction that includes broader attention to the social context within which teachers are situated. Specifically, the author expounds upon the elements of a school’s social context which impact teacher socialization, including: (1) social context, (2) characteristics of novices, mentors, and colleagues, (3) alignment, and (4) frequency and content of interactions. The author provides recommendations for future research and improved practice.
Publication Year: 2012    |    Updated in ITEC: February 14, 2017
6   |   From section Teacher Education Programs
Disruptive Design in Pre-service Teacher Education: Uptake, Participation, and Resistance
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
7   |   From section Teacher Educators
Effect of Faculty Member’s Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
The purpose of this study was to identify preservice teachers’ attitudes regarding Twitter as an informal professional development tool during their internships. The results reveal that preservice teachers who followed a Twitter account as an informal professional development medium during internship viewed the experience as helpful, particularly with respect to learning about new classroom resources, classroom strategies, and classroom technologies.
Publication Year: 2014    |    Updated in ITEC: May 28, 2017
8   |   From section Preservice Teachers
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.
Publication Year: 2014    |    Updated in ITEC: January 19, 2016
9   |   From section Instruction in Teacher Training
Microblogging about Teaching: Nurturing Participatory Cultures through Collaborative Online Reflection with Pre-service Teachers
This study investigated the possibilities and challenges of using Edmodo as a reflective tool. Overall findings indicate that Edmodo was generally user-friendly and fostered substantive interactions among peers, and students and instructors perceived that collaborative reflection led to growth among pre-service teachers. In addition to the ease of using the Edmodo interface, many students expressed that they enjoyed the choice afforded by the medium.
Publication Year: 2014    |    Updated in ITEC: January 19, 2016
10   |   From section Teacher Educators
Schoolhouse Teacher Educators: Structuring Beginning Teachers’ Opportunities to Learn About Instruction
In this article, the authors focus on inservice as distinct from preservice teacher education and explore how beginning teachers’ opportunities to learn about mathematics and literacy instruction are supported within elementary schools. Based on this exploratory analysis, the authors contend that formal organizational structures, specifically grade level teams and formal leadership positions, were important for shaping beginning teachers’ opportunities to learn about instruction.
Publication Year: 2014    |    Updated in ITEC: December 26, 2015
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