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Search Results for 'Technology integration' (Keyword)
224 items found 1 / 23 Go to page 
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1   |   From section Teacher Education Programs
Using edTPA to Compare Online and Face to Face Teacher Preparation Programs
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
2   |   From section ICT & Teaching
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
This article explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Findings illuminate preservice teachers’ degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
3   |   From section ICT & Teaching
“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.
Publication Year: 2015    |    Updated in ITEC: March 19, 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 ICT & Teaching
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
6   |   From section Preservice Teachers
Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education
This article reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an Learning Management Systems (LMSs) into courses at a state university in Turkey. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses.
Publication Year: 2015    |    Updated in ITEC: February 26, 2017
7   |   From section ICT & Teaching
Assessment of Creativity in Arts and STEM Integrated Pedagogy by Pre-service Elementary Teachers
This study focused on integrating STEM (science, technology, engineering, and mathematics) lessons with arts-themed activities to create interdisciplinary STEAM education in order to simultaneously address these two contemporary challenges. The participants were 124 pre-service elementary teachers, who used multimedia production technologies to develop original STEAM lessons. The results showed general overall similarities among the three participating groups of bilingual generalist (BG), regular generalist (RG), and undecided generalist (UG) pre-service elementary teachers in regard to their peer evaluation scores for achievement of creativity-related objectives in the STEAM lessons.
Publication Year: 2015    |    Updated in ITEC: February 1, 2017
8   |   From section ICT & Teaching
The "Mediating Teacher" Model for Distance Teaching and Learning
In order to overcome the pedagogical limitations in distance learning environments and to lead the process of change and innovation by means of distance teaching and learning, the "Mediating Teacher" Model for Distance Teaching and Learning was developed and tested on Israeli high-school students in the framework of the present writer's doctoral dissertation during the years 2010-2015. According to this model, in addition to the distance teacher, a "mediating teacher" is present in the classroom. From the writer's own personal experience with the project, both the high-school teachers and the students display a great deal of interest in and satisfaction with the course.
Publication Year: 2017    |    Updated in ITEC: May 8, 2017
9   |   From section Theories & Approaches
Acceptance of Virtual Worlds as Learning Space
This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Publication Year: 2015    |    Updated in ITEC: January 29, 2017
10   |   From section Research Methods
Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
In the self-study reported here, the aim was to acquire a deeper understanding of the challenges and opportunities that teacher educators and student teachers encounter while working with, and learning about, ICT as a tool for learning. This learning interest focused on both the practical aspects highlighted during the course and the more theoretical perspectives of knowledge and learning that emerge when technological aspects and tools are included in the process of teaching, learning, and assessing. One of the learning interests of this self-study was to analyze how the authors elaborated and developed their understanding of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).
Publication Year: 2012    |    Updated in ITEC: December 27, 2016
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