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Last update in this section: January 30, 2018
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ICT & Teaching
Learning and Teaching Technology in English Teacher Education: Findings From a National Study
The present article describes one element of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. This element focused on how technology is integrated within the context of English teacher education programs. Specifically, this article focuses on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work. The authors conclude that technology is already changing the understanding of content in the English language arts (ELA) classroom. Hence, the teaching and learning of technology is regarded as essential other content in English. The authors argue that the availability of technology in higher education, as well as in school districts, continues to be problematic and dependent upon a community’s commitment to it.
Publication Year: 2016    |    Updated in ITEC: January 17, 2018
Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education
This paper investigates how universities might engage more effectively with the imperative to develop students’ twenty-first century skills for the information society. It examines learning challenges and professional learning strategies of successful digital media professionals. The results of this study assert that the university maintains an important place in professional learning, particularly for the acquisition of generic/transferable capabilities such as critical thinking. However, the universities need to consider new pedagogic affordances of digital technology in the educational space. The author concludes that this study used the learning challenges and strategies of digital media professionals to investigate what students in the information society should be learning, and how they learn best in the digital age.
Publication Year: 2016    |    Updated in ITEC: January 11, 2018
Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers
This study examined how prospective teachers engaged in class discussions within a synchronous, online environment. The findings reveal that the prospective teachers used variety of ways to participate in the online discourse. The participants also responded to the instructor with quick affirmations. The authors found that many of the participants commented on how they appreciated viewing live technology demonstrations and the opportunities to discuss issues related to content, technology, and pedagogy with one another.
Publication Year: 2015    |    Updated in ITEC: January 11, 2018
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
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