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Last update in this section: December 14, 2017
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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
Opportunities to Notice: Chinese Prospective Teachers Noticing Students’ Ideas in a Distance Formula Lesson
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue. The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives. The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Pre-service Teacher Self-efficacy in Digital Technology
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks. Furthermore, the authors also found variation in classroom management.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Teacher Beliefs and Their Influence on Technology Use: A Case Study
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Publication Year: 2015    |    Updated in ITEC: November 7, 2017
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