PRESERVICE TEACHERS PERCEPTIONS OF APPLYING COGNITIVE APPRENTICESHIP METHOD IN AN EDUCATIONAL TECHNOLOGY COURSE IN SAUDI ARABIA

2021 ◽  
Author(s):  
Suzan Abu-Hudra ◽  
Taghreed Almuqayteeb
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Saudi Arabia ◽  
Cognitive Apprenticeship ◽  
Teachers Perceptions ◽  
Technology Course

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

2021 ◽  
pp. 004723952110625
Author(s):  
Suparna Chatterjee ◽  
Julia Parra
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Research Question ◽  
Formal And Informal Learning ◽  
Community Of Inquiry Framework ◽  
Technology Course

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

scholarly journals Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

scholarly journals Identity and digital equity: Reflections on a university educational technology course

2019 ◽  
Vol 35 (6) ◽  
pp. 15-29
Author(s):  
Katherine Frances McLay ◽  
Vicente Chua Reyes
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Action Research Project ◽  
Group Discussions ◽  
Digital Equity ◽  
Use Of Technology ◽  
University Course ◽  
Technology Course

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students’ reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.

scholarly journals Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86 ◽  
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

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