Classroom Technology Acceptance for Teachers in 3D

2017 ◽  
pp. 221-240
Author(s):  
Vanessa Camilleri ◽  
Sarah de Freitas ◽  
Ian Dunwell ◽  
Matthew Montebello
Keyword(s):  
Teacher Education ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Technology Acceptance ◽  
Learning Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Adoption Of Technology ◽  
Teachers Perceptions

The acceptance and adoption of technology in the classroom has been identified as a major challenge that many teacher education programs are striving to overcome. This article presents a case study about a 3D immersive VW that has been used as a medium for learning during a teacher education programme. One-hundred-eleven pre-service teachers were enrolled in a 13-week long study unit focusing on the use of different technologies for teaching and learning. A multi-strategy approach was used for data collection and analysis employing quantitative, qualitative and a social network analysis. The findings show that the experience has positively affected the pre-service teachers' perceptions towards different learning technologies. Social network analysis shows that the experience supported learner centric practices. Based on the findings this paper proposes a macro-structure framework that describes a Connectivism-driven agenda for the integration of 3D immersive experiences integrated in teacher education programs.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2018 ◽  
pp. 797-817
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 62-82
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Preparing Preservice Music Teachers to Teach in PreK Settings through the Use of Service Learning

2018 ◽  
Vol 105 (1) ◽  
pp. 28-32
Author(s):  
Roy M. Legette
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Music Teachers ◽  
Field Experiences ◽  
Student Growth ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Music Teacher Education ◽  
Education Programs ◽  
Teachers Perceptions

Teacher education programs have long recognized field experience as an essential part of the professional development of aspiring teachers. While much attention has been given to providing preservice music teachers with rich and varied field experiences in grades K through 12, experiences in prekindergarten field settings are much less common. This article discusses the need for preK field experiences in music teacher education programs, the value of service learning as an integral part of these experiences, and preservice music teachers’ perceptions regarding their experiences in a prekindergarten service-learning practicum. While the challenges of service learning are acknowledged, its capability of promoting student growth while providing service to the community is underscored.

Research Engagement in the EFL Pre-Service Practicum

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Ayşe Akyel
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Research Engagement ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)

scholarly journals “Whole Teacher” Crisis: Examining Pre-service Student Teachers’ Perceptions of Professionalism

2012 ◽  
Vol 4 (4) ◽  
pp. 134 ◽  
Author(s):  
Minsun Shin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Process ◽  
Teacher Professionalism ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Teachers Perceptions ◽  
Important Challenge ◽  
Standards Movement

The changing nature of teacher professionalism presents an important challenge to teachereducation programs. Teacher professionalism can be broadly defined as the set of teachers’professional knowledge, skills, and dispositions. However, with the increased accountabilityand standards movement, professionalism in education often overemphasizes accountabilityby prioritizing knowledge and skills over dispositions. The move in the field toward‘professionalization’ has generally resulted in systematic reform and professionaldevelopment rather than promoted ‘professionalism.’ This paper explored pre-serviceundergraduate students’ perceptions of teacher professionalism at a major university in NewJersey. The results indicated that the students focused more on ‘performance’ and‘external/outward aspects’ and less on recognizing the complexity and dynamics of theteaching and learning process. The study argues that teacher education programs must beredesigned so that pre-service students have the opportunity to discuss and develop properdispositions, reflect upon their perceptions, and enhance teacher professionalism.

scholarly journals Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy

2009 ◽  
Vol 3 (1) ◽  
pp. 243-262
Author(s):  
Shelley Tracey
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Adult Literacy ◽  
Visual Literacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Conceptual Spaces ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Literacy Teacher Education

The context for this paper is a teacher education program for adult literacy practitioners at Queen’s University Belfast in Northern Ireland.This paper describes and reflects on the use of arts-based approaches to enhance these practitioners’ conceptualizations of literacy, presenting their arts-based responses and their evaluations of the methods. The discussion raises questions about the inclusion of visual literacy in adult literacy teacher education programs.

The Power of the Network: Teach For America’s Impact on the Deregulation of Teacher Education

2016 ◽  
Vol 32 (3) ◽  
pp. 423-453 ◽  
Author(s):  
Kerry Kretchmar ◽  
Beth Sondel ◽  
Joseph J. Ferrare
Keyword(s):  
Teacher Education ◽  
Human Capital ◽  
Teacher Training ◽  
Network Analysis ◽  
Teach For America ◽  
Teacher Education Programs ◽  
Policy Network ◽  
Education Programs ◽  
Marginalized Communities ◽  
Private Corporations

In this article, we illustrate the relationships between Teach For America (TFA) and the deregulation of university-based teacher education programs. We use policy network analysis to create a visual representation of TFA’s connections to individuals, organizations, and private corporations who are working to shift the way teachers are prepared. In doing this, we identify human capital dependents, jurisdictional challengers, and legislative supporters who are working independently and collectively to shift our national focus from teacher education to teacher training for those teachers serving students in marginalized communities.

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