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| Author | : Jennifer Heather Gawronski |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
Download Understanding Preservice Teachers’ Use of Digital Technology to Support Their Learning & Teaching Book in PDF, ePub and Kindle
Teacher education programs recognize the impact of technology’s rise on the process of learning to teach. Prior studies have examined both the effectiveness of specific digital tools and contextual factors in shaping preservice teachers’ technology use in classrooms (focusing largely on teacher educators’ technology selections, the locations and durations of tool use, and learning outcomes); but little is known about preservice teachers’ own technology preferences or the unique ways they leverage digital tools to support their learning in and across teacher education program settings and to enhance their students’ learning. I therefore employed a sociocultural approach to study teacher learning: a year-long qualitative investigation, with interview, observation, survey, and visually-based data, designed to discover how a sample of six preservice teachers from a secondary teacher education program used established digital practices and new technical skills to develop relationships, acquire knowledge, and gain practical experience. The six participants brought diverse personal histories of technology use into their teacher education program influenced by family, friends, and colleagues who helped shape early technology use behaviors, which in turn affected how they used technologies to support their academic needs and their students’ learning. In selecting and using what they perceived to be helpful and appropriate technology during their teacher education program, the participants negotiated both external factors (availability of technology, participation expectations, and assignment parameters) and internal factors (personal values, goals, and preferences). The preservice teachers developed novel sequences of devices and applications to achieve complex goals and these sequences became familiar routines to support ongoing learning. The preservice teachers exercised agency to implement new tools (and integrate them with preexisting tools in their environments) that further empowered them to search for relevant information, engage with course content, connect with peers and mentors, create structures for planning and teaching, and respond effectively to students. My findings should help teacher education programs and teacher educators understand the influences of preservice teachers’ unique prior histories with digital technologies so that they can better support these future teachers in identifying and adopting the technologies they require to effectively engage in both learning and teaching.
| Author | : Brieahna Malia Weatherford |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Download The Preparation of Preservice Teachers for Integrative Technology Use Book in PDF, ePub and Kindle
Technology use continues to be an integral component of 21st-century education. Educational leaders and teachers are tasked with using technology as an approach to forge new ways of thinking, effectively connecting educational content with real-world understanding. This new era of technology-driven teaching and learning includes new skill development and applications of 21st-century technology concepts. The use of technology within educational practice is critical, and understanding how to best prepare future educators for effective technology use will impact future generations of learners. The technological, pedagogical, and content knowledge (TPACK) framework supports educators with effectively integrating technology into their teaching as a way to deepen understanding and mastery of the subject matter. Teacher education programs need to adequately prepare future teachers for effective technology integration into the classroom, as well as to address the gap that exists between future teachers and 21st- century teaching and learning practices. The literature supporting this study examined 21st-century skills and learning, the TPACK framework, and actions currently taking place within teacher education programs supporting technology integration into the teaching and learning environment. This study was a mixed-methods design, including survey responses and focus group interviews. Data were collected from one university and analyzed via the lens of the literature and the theoretical framework of phenomenology. Research findings included preservice teacher candidates feeling adequately prepared for technology integration, based on a combination of preservice teachers' prior knowledge and the preparation and organization of the university faculty. The use of informal mentoring proved important for validation and support of technology use in the teaching and learning environment, and the value of face-to-face instruction for the learning, acquisition, and use of digital tools and resources surpassed digital instruction. Areas for future research include longitudinal studies at multiple universities, the use of the TPACK framework within university-level programs for the instruction of pedagogy and methods courses, single standalone technology course versus an integrative approach to teaching and instruction at the university level, and university partnerships for facilitating and supporting best practices toward technology use for effective 21st- century teaching and learning.
| Author | : Children's Issues Coalition |
| Publisher | : Ian Randle Publishers |
| Total Pages | : 145 |
| Release | : 2003 |
| Genre | : Action research |
| ISBN | : 9766371288 |
Download Contemporary Issues in Early Childhood Book in PDF, ePub and Kindle
Caribbean Childhoods: From Research to Action is an annual publication produced by the Children s Issues Coalition at the University of the West Indies, Mona. The series seeks to provide an avenue for the dissemination of research and experiences on children s health, development, behaviour and education, and to provide a forum for the discussion of these issues.
| Author | : Richard Francis Coughlin |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
Download A Study of K-8 Preservice Teachers' Use of Digital Technologies when Student Teaching Book in PDF, ePub and Kindle
Despite the advancements and availability of computers and digital technologies in today's schools and colleges, too many graduating K-8 teachers enter the teaching profession without the skills, knowledge, and experience to use technology as a teaching and learning tool. These issues directly affect whether teachers use technology in their schools. Too often preservice teachers lack the basic computer skills they need before they can use technology as a teaching and learning tool. Preservice teachers also need learning opportunities such as educational technology classes, faculty who model and demonstrate technology, and field placement schools with supervising teachers who use and encourage teaching with technology. Furthermore, preservice teachers need opportunities to acquire hands-on experience using hardware or software. A survey developed for this study collected demographic information about the participants and included sections about their technology skill levels, learning opportunities, and specific technologies preservice teachers used or did not use when student teaching. The survey was administered after the preservice teachers completed their student teaching requirements for a bachelor's degree in elementary education. This study suggests that preservice teachers lack the skills, knowledge, and experience they need to use technology as a teaching, learning, and administrative tool. The findings suggest that preservice teachers are low- level users of technology for educational purposes. Even though this generation of students uses digital technologies more than other generations, their technology use centers around communication, convenience, and entertainment. Many preservice teachers only use technology for educational purposes when it is required of them, and then only at the most basic levels. Several recommendations were developed from this study. Require teacher education candidates to take and pass a computer competency skills exam. Provide a compulsory digital technology course devoted to educational issues concerning teaching and learning. Require faculty to teach and model technology in technology rich classrooms and during preservice teachers' methods classes. Require supervising teachers to use and model technology for student teachers during their student teaching experience. Require education students to have and use personal laptop computers during their professional, methods, and student teaching placements.
| Author | : Susan McKenney |
| Publisher | : Routledge |
| Total Pages | : 367 |
| Release | : 2018-09-03 |
| Genre | : Education |
| ISBN | : 1351601768 |
Download Conducting Educational Design Research Book in PDF, ePub and Kindle
Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. For each of the four core processes, this volume offers: assessment tools detailed, behind-the-scenes descriptions of actual project work examples of how specific theories have been used to enrich the work For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities, rigor and impact, need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational challenges.
| Author | : Lester L. Laminack |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 192 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : 9780325098708 |
Download Reading to Make a Difference Book in PDF, ePub and Kindle
"Reading to Make a Difference shows teachers how to move beyond including diverse literature in their classroom to become caring citizens and agents of change. With examples from many classrooms across grade levels, Lester and Katie engage students in critical conversations around topics that arise in literature and in life. They share concrete steps for how teachers can support students to take action and make a difference in their classroom, school or community"--
| Author | : Sandra Kay Plair |
| Publisher | : |
| Total Pages | : 434 |
| Release | : 2010 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
Download On Becoming Technology Fluent Book in PDF, ePub and Kindle
This dissertation, organized in chapter format, is comprised of a collection of case studies designed to explain why some teachers are not prepared to meet the challenges of the National Education Technology Plan despite the pervasive evidence of technology in our personal and professional lives. The first case study is the personal history of one teacher who "battles the machine" and is reluctant to alter what works in her current practice. The next chapter is a multiple case study that examines the issues and challenges experienced teachers faced in their efforts to become more fluent in the use of educational technology. Using an extensive technology related professional development event as an intervention, the study explores teachers' use of technology before and after the inservice, the role of professional development in building technology skills, and matters related to the sustainability of skills. Teachers stressed the need for ongoing support in the form of a knowledge broker to assure continued efficacy and proficiency while integrating technology into their content and their practice. The fourth chapter, after a five year lapse, revisits two teachers from the previous multiple case study and introduces a new tech savvy teacher who shares her experiences as a new integrator of technology. Self report is used to examine the issues and challenges these experienced teachers faced in their efforts to become more fluent in the use of educational technology. The teachers in this multiple case study participated in a number of technology related professional development interventions over a period of approximately four years. This chapter includes their reflections on the successes and failures as they continue to grapple with the challenges of increasing their technological, pedagogical, and content knowledge or tpack and create change in their practice. Included is an essay presenting a proposal for a framework of five phases of professional development to support the federal government policies of No Child Left Behind and the National Education Technology Plan. The framework is upheld by five principles of professional development considered crucial for effectively changing teacher practice to incorporate instructional technology into the curriculum. By superimposing these principles: duration, content, active learning, and collaboration, this essay then positions technology related professional development as ongoing with the support of professional learning communities or networks and knowledge brokers as a means of sustaining and expanding the efforts teachers make toward technology fluency. The concluding chapter discusses how education systems constrain teachers' effort or ability to changes. Recommendations are provided on how relations among teachers and institutions might be reconfigured to promote more and better professional learning and practice in technology. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
| Author | : Andrea Ploucher Francis |
| Publisher | : |
| Total Pages | : 366 |
| Release | : 2010 |
| Genre | : Computer networks |
| ISBN | : |
Download Why Do Some Preservice Teachers Trust Digital Technology and Others Don't? Book in PDF, ePub and Kindle
| Author | : Gary B. Shelly |
| Publisher | : Course Technology |
| Total Pages | : 0 |
| Release | : 2005-10 |
| Genre | : Computer literacy |
| ISBN | : 9781418859879 |
Download Teachers Discovering Computers Book in PDF, ePub and Kindle
Make your introductory computer course for teachers exciting and dynamic, an experience they will remember as a highlight of their educational careers! This title covers computer concepts, Internet and digital media integration, interactivity, extraordinary visual drawings and photographs, unprecedented currency, and unique lecture presentation materials to help educators learn practical, theory-based strategies. It is intended for use in a one-quarter or one-semester undergraduate or graduate-level introductory computer course for educators.
| Author | : Linda Darling-Hammond |
| Publisher | : Harvard Education Press |
| Total Pages | : 477 |
| Release | : 2021-02-08 |
| Genre | : Education |
| ISBN | : 1682532941 |
Download Preparing Teachers for Deeper Learning Book in PDF, ePub and Kindle
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
