International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Technology use
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47 items
11
In this article, the author maps important 'messy' elements that the author learned from his five-month small-scale research project, one that was designed around pivotal works on online social research. The author used computers and the Internet with Mian, a young man living in Guinea, West Africa, in order to examine his perceptions surrounding the value of these technological tools for his future. As a result, the author asserts that during online social research, reflexivity is a moral obligation, where meaning and representation can have a tendency to be skewed, especially when working in cross-cultural situations.
Published: 2010
Updated: Feb. 24, 2011
12
This article discusses access and use of information and communication technologies among urban high school students from low-income families. This study explored trends in Internet use among students from low-income families compared to national trends. The authors discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education.
Published: 2009
Updated: Feb. 21, 2010
13
This article investigates English-language-learning (ELL) youths' engagement with popular media through composing and publicly posting stories in an online fan fiction writing space. Findings reveal that contemporary participatory media, such as fan fiction writing, involve sophisticated forms of literacy that can serve as useful resources for promoting in-class learning. However, the study also suggests that students would benefit from expert guidance in the areas of critical consumption and production of media and digital texts.
Published: 2009
Updated: Feb. 21, 2010
14
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Published: 2009
Updated: Jan. 12, 2010
15
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience. They used electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations.
Published: 2009
Updated: Nov. 11, 2009
16
The National Council of Teachers of Mathematics identified technology as a feature of high-quality mathematics education. The purposes of this study are to: (1) observe and describe how pre-service mathematics teachers subsequently incorporated technology-generated representations into their student teaching; and (2) understand and expound on their rationales for using such representations. The authors found that these pre-service teachers appropriately utilized the provided technology to generate representations for the purpose of helping their pupils to develop conceptual understanding and reasoning.
Published: 2009
Updated: Nov. 11, 2009
17
This study examined the efficacy of case development as an instrument for teacher learning in technology integration. The data consisted of case narratives developed by five in-service teachers, a volume of online discussion entries, and in-depth interviews. Findings indicated that case development can help teachers develop a critical understanding of the nuanced relationship between technology, content, and pedagogy and transfer their learning into practice.
Published: 2009
Updated: Nov. 11, 2009
18
Handheld graphing technologies have fundamentally been utilized in the teaching and learning of many secondary school and college mathematics concepts. This study utilized two conceptual frameworks: the possible roles of advanced calculators in mathematics teaching and learning, as well as technological pedagogical content knowledge. It used the frameworks to examine the views of pre-service secondary mathematics teachers on the use of calculators in mathematics instruction. Results revealed pre-service teachers’ views on the use of handheld technology in mathematics instruction.
Published: 2009
Updated: Nov. 11, 2009
19
This paper discusses the development and implementation of a technology-supportedstudent teacher performance assessment that supports integration with a larger electronic assessment system. Of the 20 supervisors who were invited to the field test, 18 completed the survey and 8 participated in the focus group. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.
Published: 2009
Updated: Oct. 27, 2009
20
In this article, the author evaluates both the challenges and possibilities of helping high school students develop critical research skills. He describes how he used Wikipedia to design classroom activities that address issues of authorship, neutrality, and reliability in information gathering. He concludes that teaching research skills in the contemporary context requires ongoing observations of the research strategies and practices students already employ.
Published: 2009
Updated: Oct. 19, 2009