Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology

2014 ◽  
pp. 19-37 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Teacher Education ◽  
Learning Trajectories ◽  
Teaching With Technology ◽  
Knowledge Learning

Sounding out synthesis: Investigating how educators in a teaching with technology course use sonic composition to remix reflection

2020 ◽  
Vol 17 (3) ◽  
pp. 218-235 ◽  
Author(s):  
Jon M Wargo
Keyword(s):  
Teacher Education ◽  
Structural Feature ◽  
Sociocultural Theory ◽  
Practitioner Inquiry ◽  
Social Semiotics ◽  
Teaching With Technology ◽  
Graduate Level ◽  
E Learning ◽  
Online Teacher ◽  
Technology Course

This study explores how educators ( n =  23) in a graduate-level “teaching with technology” course used the affordances of digital composing, and sonic composition in particular, to “sound out” reflection. Using the twin-lenses of sociocultural theory and social semiotics, findings suggest that sound operated as a: rhetorical tool for illustrating affect/argument; complementary mode to syncretic meaning; and a diegetic structural feature/locating mechanism. Examining how multimodality became a technology and communicative resource for teachers to remix reflection, this study highlights the frictions and freedoms of using sound to synthesize learning in the online teacher education classroom. As such, this article proposes novel ways to think with sound in e-learning and (re)educates the senses to hear practitioner-inquiry in new ways.

scholarly journals Acquiring the notion of learning hypotheses in mathematics teacher education

2018 ◽  
Vol 32 (61) ◽  
pp. 459-479
Author(s):  
Pedro Gómez ◽  
María C. Cañadas ◽  
María A. Suavita
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Hypothetical Learning Trajectory

Abstract The notion of hypothetical learning trajectory has generated much interest among experts in mathematics education. It is proposed that this notion is a useful tool in teachers’ teaching practice and that it is necessary to prepare teachers in their capacity to formulate hypothetical learning trajectories about specific mathematics school topics. It is therefore also necessary to explore the learning processes that teachers undergo when learning this notion in their education. In this article, we introduce the notion of learning hypotheses as an adaptation of the idea of hypothetical learning trajectory (SIMON, 1995). We describe how the groups of secondary-school mathematics teachers that participated in a teacher education program understood and used this notion in order to determine the contribution of a set of tasks to a learning goal previously established. We found that the groups developed their knowledge of the notion of learning hypotheses and used it in a heterogeneous way, and that the education program was partly successful in its goal to make the groups of teachers learn and perceive the notion’s utility.

scholarly journals ENSINO E TECNOLOGIA: DIÁLOGOS POSSÍVEIS ENTRE O ESTÁGIO CURRICULAR OBRIGATÓRIO E A FORMAÇÃO DISCENTE

2018 ◽  
Vol 3 (2) ◽  
pp. 720-739
Author(s):  
Eliza Adriana Sheuer Nantes ◽  
Maria Júlia Carneiro Giraldes ◽  
Themis Farias de França Desiderio ◽  
Ana Paula Pinheiro da Silveira
Keyword(s):  
Teacher Education ◽  
Social Practice ◽  
New Technologies ◽  
Private University ◽  
Minas Gerais ◽  
Teaching With Technology ◽  
Connected Classroom ◽  
Learning With Technology ◽  
The Impact ◽  
Epistemological Basis

Resumo: Este trabalho interliga os resultados da pesquisa “A formação de professores em cursos de licenciatura EaD: do aprender com tecnologia ao ensinar com tecnologia”, atrelado à linha de pesquisa “Ensino de Linguagens e suas Tecnologias”, cujo objetivo é investigar o impacto das novas tecnologias na formação discente, mais especificamente no Estágio Curricular Obrigatório, dos alunos de Letras, na modalidade Ensino Presencial Conectado. Para tanto, procedeu-se uma pesquisa qualitativa, realizada junto aos alunos de graduação dos últimos períodos do curso de Letras de uma universidade particular do estado de Minas Gerais, utilizando-se o questionário, enquanto instrumento de pesquisa. A ancoragem teórica seguiu a linha epistemológica do multiletramento enquanto prática social, tendo em vista a necessidade de novas práticas de leitura, dentro do contexto tecnológico vigente. Os dados apontaram para uma consciência dos discentes sobre a necessidade do uso da tecnologia na esfera escolar, porém a enunciação dos sujeitos indicou, também, que ainda há falta de saberes sobre como transpor o construto teórico na prática.Palavras-chave: Ensino. Educação a Distância. Formação de Professor. Abstract: This work connects the results of the research that was carried out in the Project “Teacher education in undergraduate courses distance learning: of learning with technology while teaching with technology", linked to the line of research "Teaching of Languages and their Technologies”, which aims to investigate the impact that new technologies have on students formation, more specifically in Mandatory Curricular Practicum for Letters students in Connected Classroom Teaching. For this purpose, a qualitative research was carried out with students who were in the last semesters of the Letters Course in a private university in the state of Minas Gerais. A questionnaire was used as an instrument for the research. The theoretical references followed an epistemological basis of multiliteracy as a social practice and the data showed that students are conscious about the necessity of using technology at schools. Nevertheless, their enunciation also indicated that they still do not know how to put this theory in practice.Keywords: Education. Distance Education. Teacher Education.

Multimedia, Oral History, and Teacher Education

2010 ◽  
pp. 185-198 ◽  
Author(s):  
Jenifer Schneider ◽  
James R. King ◽  
Deborah Kozdras ◽  
James Welsh ◽  
Vanessa Minick
Keyword(s):  
Teacher Education ◽  
Elementary Students ◽  
Oral History ◽  
School Community ◽  
Teaching With Technology ◽  
Methods Courses ◽  
The People ◽  
Textual Data ◽  
Multi Media ◽  
Integrate Technology

The study took place at a Catholic PreK-8 school/parish where two faculty instructors taught undergraduate methods courses. At the parish site, the pre-service teachers worked with elementary students to create a range of multi-media projects. These projects showcased the oral histories of the people, places, and events of the school and church community and allowed the pre-service teachers to integrate technology into their teaching. The researchers analyzed observational, interview, and textual data and found a range of behaviors that reflected the pre-service teachers’ familiarity/unfamiliarity with technology, teaching, and the community in which they were learning. As a result, their attempts at learning through and teaching with technology, along with our attempts to teach with and learn through technology, revealed a multiplicity of enactments of fast literacies (Schneider, King, Kozdras, Minick, & Welsh, 2006). In this chapter, we share examples from the themes of our analysis, which reflect Kinzer’s (2005) notion of the “intersection” between school, community, and technology.

TECHNOLOGY IN TEACHER EDUCATION: PROGRESS ALONG THE CONTINUUM

2016 ◽  
Vol 11 (2) ◽  
pp. 15-19
Author(s):  
JUDY A. BECK ◽  
HARRIET C. WYNN
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Technology Assessment ◽  
Teaching With Technology ◽  
Integration Of Technology ◽  
Technology Instruction ◽  
Departments Of Education ◽  
Office Of Technology Assessment ◽  
The Continuum

Schools, colleges, and departments of education (SCDEs) may be placed along a continuum in their integration of technology. The 1995 Office of Technology Assessment (OTA) report, Teachers & Technology: Making the Connection, spoke to one end of the continuum when it raised two important points—that “technology is not central to the teacher preparation experience” and that “most technology instruction . . . is teaching about technology . . . not teaching with technology across the curriculum”.

scholarly journals Teacher education as design: technology-rich learning environments and trajectories

Seminar.net ◽  
2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Andreas Lund ◽  
Jonas Bakken ◽  
Kirsti Lyngvær Engelien
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Theoretical Perspective ◽  
Knowledge Development ◽  
Learning Trajectories ◽  
School Subjects ◽  
Use Of Technology ◽  
Ict Competence ◽  
New Type

Traditional school subjects are being challenged by the accelerating production and development of knowledge in all domains. This creates a need to educate student teachers not only to appropriate existing practices but to be prepared to take the initiative in designing and developing new ones. This paper examines the challenges that confront teacher education when both the amount of information and its complexity are increasing due to the growing use of technology. We argue first that we need a richer view of technology than is often found in decision documents and in some of the didactics literature. We then introduce the concept of design as both an analytical and a didactic concept that links technology-rich environments and learning trajectories to knowledge development. From an activity-theoretical perspective, we approach the notion of design as a key component in teacher education and consider how it materializes through the use of a wiki, and in a new type of exam. The aim is to contribute to enhancing the quality of teacher education by making visible some of the more underlying qualities of what professional ICT competence can entail.

TECHNOLOGY IN TEACHER EDUCATION: PROGRESS ALONG THE CONTINUUM

2016 ◽  
Vol 10 (1) ◽  
pp. 15-19
Author(s):  
JUDY A. BECK ◽  
HARRIET C. WYNN
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Technology Assessment ◽  
Teaching With Technology ◽  
Integration Of Technology ◽  
Technology Instruction ◽  
Departments Of Education ◽  
Office Of Technology Assessment ◽  
The Continuum

Schools, colleges, and departments of education (SCDEs) may be placed along a continuum in their integration of technology. The 1995 Office of Technology Assessment (OTA) report, Teachers & Technology: Making the Connection, spoke to one end of the continuum when it raised two important points that “technology is not central to the teacher preparation experience” and that “most technology instruction is teaching about technology not teaching with technology across the curriculum”.

Thinking about Learning Trajectories in Preschool

2007 ◽  
Vol 14 (3) ◽  
pp. 178-181
Author(s):  
Carmen S. Brown ◽  
Julie Sarama ◽  
Douglas H. Clements
Keyword(s):  
Mathematical Knowledge ◽  
Learning Trajectories ◽  
Goals And Objectives ◽  
Knowledge Learning

Learning trajectories (routes, curves) in preschool and how they helped a teacher develop goals and objectives for her students' mathematical knowledge. Learning trajectories have three parts: a mathematical goal, a developmental path, and a set of activities matched to each of those levels. Activities and a teacher's explanation are included.

Sign in / Sign up

Export Citation Format

Share Document