Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

<p>Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning.</p>

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Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

Teacher Education for Ethical Professional Practice in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1668-2.ch006 ◽

2016 ◽

pp. 123-142

Author(s):

Thomas Robert Conway

Keyword(s):

Teacher Preparation ◽

Web 2.0 ◽

Novice Teachers ◽

Teacher Preparation Programs ◽

Web 2.0 Technologies ◽

Preparation Programs ◽

Web 2.0 Tools ◽

Social Media Networks ◽

Web 2.0 Technology ◽

Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

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Activating Assessment for Learning

Web 2.0-Based E-Learning ◽

10.4018/978-1-60566-294-7.ch017 ◽

2010 ◽

pp. 319-342 ◽

Cited By ~ 29

Author(s):

Denise Whitelock

Keyword(s):

Web 2.0 ◽

Staff Training ◽

Assessment For Learning ◽

Tool Development ◽

Next Generation ◽

Web 2.0 Tools ◽

Assessment Tasks ◽

Computer Assessments ◽

Learning Forward ◽

Pedagogical Framework

This chapter examines the role Web 2.0 tools can play in promoting the “assessment for learning” agenda. It presents a number of cases of peer, self, and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward—the author calls this “advice for action.” It is argued that in order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of: (1) tool development; (2) staff training; (3) rethinking the assessment tasks; and (4) learning from the assessment tasks.

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Using Lesson Study to Prepare Preservice Special Educators

Intervention in School and Clinic ◽

10.1177/1053451217712974 ◽

2017 ◽

Vol 53 (4) ◽

pp. 237-244 ◽

Cited By ~ 2

Author(s):

Carly A. Roberts ◽

Amber E. Benedict ◽

So Yeon Kim ◽

Jacob Tandy

Keyword(s):

Teacher Preparation ◽

Students With Disabilities ◽

Lesson Study ◽

Classroom Practice ◽

Teacher Educators ◽

Special Educators ◽

Teacher Preparation Program ◽

Core Knowledge ◽

Preparation Program ◽

Knowledge And Skills

Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators’ knowledge and skills.

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Learning Mathematics and Technology Through Inquiry, Cooperation, and Communication

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch017 ◽

2018 ◽

pp. 370-398

Author(s):

Alfinio Flores ◽

Jungeun Park ◽

Stephen A. Bernhardt

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Two Dimensions ◽

Teacher Preparation Program ◽

Learning Trajectory ◽

Adoption Of Technology ◽

Pedagogical Content ◽

Instructional Context ◽

Learning Mathematics ◽

Curricular Materials

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

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Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

Teachers College Record ◽

10.1177/016146811211400307 ◽

2012 ◽

Vol 114 (3) ◽

pp. 1-42

Author(s):

Mary M. Juzwik ◽

Michael B. Sherry ◽

Samantha Caughlan ◽

Anne Heintz ◽

Carlin Borsheim-Black

Keyword(s):

Teacher Preparation ◽

Web 2.0 ◽

Teacher Candidates ◽

Teacher Educators ◽

Online Social Network ◽

Beginning Teacher ◽

Classroom Interactions ◽

Teacher Preparation Program ◽

English Teacher ◽

Pedagogical Design

Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.

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Mode Neutral

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch410 ◽

2012 ◽

pp. 803-824

Author(s):

Brian Smith ◽

Peter Reed

Keyword(s):

Collaborative Learning ◽

Web 2.0 ◽

Collective Intelligence ◽

Virtual Learning Environment ◽

Evidence Based ◽

Learning Space ◽

Pedagogical Model ◽

Web 2.0 Tools ◽

Contemporary Education

This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

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Preparing Pre-Service STEM Teachers to Teach Using Digital Modeling and Simulation Applications

Handbook of Research on TPACK in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7001-1.ch019 ◽

2019 ◽

pp. 413-436

Author(s):

Mary C. Enderson ◽

Ginger S. Watson

Keyword(s):

Teacher Preparation ◽

Modeling And Simulation ◽

Pedagogical Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Teacher Preparation Program ◽

Pedagogical Content ◽

Simulation Tools ◽

Digital Modeling ◽

Technological Tools ◽

And Mathematics

This chapter presents a case approach used for modeling and simulation applications in a science, technology, engineering, and mathematics (STEM) teacher preparation program to assist in the development of technological pedagogical content knowledge (TPACK). In this digital age, many pre-service teachers use technological tools daily but do not have knowledge on how to use tools in ways to help develop understanding of STEM concepts. The authors present a framework that promotes learning by teaching to prepare STEM teachers with ways to use modeling and simulation tools in classroom instruction.

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Learning Mathematics and Technology through Inquiry, Cooperation, and Communication

Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0120-6.ch013 ◽

2016 ◽

pp. 324-352 ◽

Cited By ~ 3

Author(s):

Alfinio Flores ◽

Jungeun Park ◽

Stephen A. Bernhardt

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Two Dimensions ◽

Teacher Preparation Program ◽

Learning Trajectory ◽

Adoption Of Technology ◽

Pedagogical Content ◽

Instructional Context ◽

Learning Mathematics ◽

Curricular Materials

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Mode Neutral

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch020 ◽

2010 ◽

pp. 329-350 ◽

Cited By ~ 2

Author(s):

Brian Smith ◽

Peter Reed

Keyword(s):

Web 2.0 ◽

Social Networking Sites ◽

Information Exchange ◽

Collective Intelligence ◽

Virtual Learning Environment ◽

Learning Space ◽

Web 2.0 Tools ◽

Learning And Teaching ◽

E Learning ◽

Research Findings

The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase, pedagogues are considering their place within education. Some passionately share their research findings or experiments of blogging, wikiing, podcasting and other tools, to empower a new wave in learning and teaching. The authors feel part of this new culture and have undertaken their own research with seventy health care students, harnessing collective intelligence to scaffold their learning in anaesthesia. In this chapter, the authors too share our excitement about the 2.0 era with some notes of caution. From an educational perspective, they believe there is a void between Web 2.0 and E-learning 2.0 - in the shape of pedagogy. What academics have traditionally delivered in a classroom setting has been framed around a sound set of principles – the pedagogy. As for e-learning, many of us have adopted classroom pedagogies within the ever-evolving online world and have noted their incompatibilities. Nevertheless, the common aim of using technology in education is intended to support the learner in their studies. Integrating any (new or old) technologies into education requires a pedagogy that is effective in information exchange, yet flexible enough to respond to the various demands placed upon learning and teaching by both the learner, and the technology. This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

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Preservice Teachers Creating Electronic Portfolios

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch228 ◽

2011 ◽

pp. 1508-1515

Author(s):

Katherine C. Wieseman

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Classroom Practice ◽

Professional Growth ◽

Personal Communication ◽

Electronic Portfolio ◽

Electronic Portfolios ◽

Teacher Preparation Program ◽

Storage Space ◽

Work Sample

The use of portfolios stored and published in electronic formats is based on at least two assumptions. First, as performance-based assessments, they can extensively represent a preservice teacher’s or teacher’s competence, achievement, learning, and/or professional growth (Bartlett, 2002; Milman, 1999; Wieseman, 2004). Advances in electronic and digital technology permit classroom action to be documented and stored, thus capturing classroom practice and work of teacher for asynchronous viewing by others. Because they require less physical storage space than print media portfolios, electronic portfolios are increasingly being used to document, assess, and evaluate teacher quality, including eligibility for initial teacher licensure/credential or documentation of competence with respect to teaching and technology standards (Bartlett, 2002; Peters, 2000; Wieseman & Wenzlaff, 2004). A variety of models are emerging that are being labeled as electronic portfolios, not all of which portfolio experts would agree are portfolios; for example, an electronic work sample may not truly be an electronic portfolio (Barrett, personal communication, April 14, 2004; Barrett & Wilkerson, 2004). Regardless, reflection in some fashion is necessary in electronic portfolio creation. A second assumption, particularly in longitudinal electronic portfolio approaches, is that reflection will become more rich and complex as preservice teachers continue through a teacher preparation program (Levin & Camp, 2002; Mullen, Doty & Rice, 2002).

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