International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Technology integration
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252 items
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The current case study examined pre-service teachers’ expectations of and attitudes toward the learning and integrating of ICT into their teaching. This study also examined the participants' perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools.
Published: 2012
Updated: Sep. 27, 2012
132
In this study, the authors were interested to examine the nature and development of teachers’ TPACK as it is applied in instructional planning. The authors also examined how planning changes when professional development focuses upon the design of content-based learning activities that are supported by selective and purposeful integration of educational technologies. The participants in this study were seven experienced social studies teachers from six different U.S. states. The results indicate that a content-based, activity-types approach to technologically inclusive instructional planning is compatible with existing approaches to teaching.
Published: 2011
Updated: Sep. 23, 2012
133
The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation”, as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Published: 2011
Updated: Jul. 30, 2012
134
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Published: 2010
Updated: Jun. 26, 2012
135
This article examines a few of the emergent cases that have used technology in educational assessment from the perspective of innovation and support for teaching and learning. The assessment cases were drawn from contexts that include large-scale testing programs as well as classroom-based programs. Assessment programs should be designed to produce results that allow educators and policy makers to address a variety of questions about how a nation, state, district, school, program, group, or individual is performing. The article concludes that extensive technology-based systems that link curriculum, instruction, and assessment at the classroom level might enable a shift from today’s assessment systems to a balanced design.
Published: 2010
Updated: Jun. 11, 2012
136
Information and Communication Technologies (ICT) has touched and influenced every aspect of human life including education. Google group, one of the applications of ICT and web 2.0 tools seems to be easy to apply in the field of education in general and pre-service teacher education in particular. Therefore, the researcher was interested to examine how to apply Google groups, how learners can participate, what are the benefits of using Google group, in pre-service teacher training.
Published: 2012
Updated: Apr. 29, 2012
137
This paper uses knowledge integration framework to analyze studies on professional development in technology-enhanced science. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
Published: 2011
Updated: Apr. 24, 2012
138
This article proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice.
Published: 2010
Updated: Apr. 22, 2012
139
The current research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.
Published: 2011
Updated: Mar. 14, 2012
140
This article investigates the impact of generational attitudes on teachers’ ICT use. Findings from the preliminary research suggest that when applications have a use or purpose that extends beyond the classroom and into their social or personal sphere, younger teachers demonstrate noticeable confidence and a higher potential for technology integration in contrast to their older colleagues. Notably, however, if the application is primarily work related, there seems to be no generational correlation in terms of user adoption.
Published: 2010
Updated: Feb. 13, 2012