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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
Beyond Right Or Wrong: Challenges of Including Creative Design Activities in the Classroom
In this article, the authors explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. The analysis is organized into three thematic clusters that elaborate this conflict: teacher vs. self, teacher vs. student, and teacher vs. culture. Teacher vs. self explores the role of teacher identity and psychology in supporting creative activities in the classroom. Teacher vs. student discusses unanticipated resistance from young learners encountering creative activities in school settings. Teacher vs. culture describes how expectations from beyond the classroom setting can constrain creative activities within the classroom, including the role of parents, administrators, and policy.
Publication Year: 2015    |    Updated in ITEC: February 1, 2017
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: January 31, 2017
YouTube Acceptance by University Educators and Students: A Cross-Cultural Perspective
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Publication Year: 2015    |    Updated in ITEC: January 30, 2017
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