Technologizing Teaching

K 12 ◽

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

10.4018/978-1-4666-4924-8 ◽

2014 ◽

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Literacy Enrichment ◽

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

International Journal of Teacher Education and Professional Development ◽

10.4018/ijtepd.2022010104 ◽

2022 ◽

Vol 5 (1) ◽

pp. 1-16

Author(s):

Fitsum F. Abebe ◽

Martonia Gaskill ◽

Tommy Hansen ◽

Xianquan Liu

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Instructional Technology ◽

Content Knowledge ◽

Effect Size ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Medium Effect ◽

K 12 ◽

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education - Advances in Educational Technologies and Instructional Design ◽

Technology Integration in a Modified Flipped Spiraling Curriculum

10.4018/978-1-7998-0119-1.ch021 ◽

2020 ◽

pp. 388-410

Author(s):

Hoda Harati ◽

J. Michael Blocher ◽

Shadow William Armfield ◽

Chih-Hsiung Tu

Keyword(s):

Technology Integration ◽

Instructional Designers ◽

Learner Engagement ◽

Practical Applications ◽

Course Content ◽

Learner Centered ◽

Develop Technology ◽

K 12 ◽

This chapter describes an instructional method designed to integrate technologies fostering student engagement in a course content where educators reverse the roles traditionally held by teachers and learners. To provide context for this method, it details an example course designed for the pre-service teacher to develop technology integration in their future K-12 classes. This example provides a model of the theoretical rationale that supports practical applications of technology and the reversing constructivist role of the instructors enhancing learner engagement in technology-rich learning environments. In doing so, it introduces technologies fostering learner-centered technology engagement through introducing a “modified flipped spiraling curriculum” model. Furthermore, it demonstrates the performance indicators to evaluate the course and students' achievement of objectives. Finally, it tries to depict this model for instructors, instructional designers, pre-service teachers, and educational technologists to use it as a guide to design and implement similar courses.

Pre-service Teacher Education in 21st Century: Constructivist Learning Environment Model for Technology Integration to Foster Creative Instructional Design in Teacher Education

International Journal of Learning and Teaching ◽

10.18178/ijlt.5.1.66-70 ◽

2019 ◽

pp. 66-70

Author(s):

Wasant Atisabda ◽

◽

Ophat Kaosaiyaporn ◽

Nisreen Prompalad

Keyword(s):

Teacher Education ◽

Instructional Design ◽

Technology Integration ◽

Learning Environment ◽

21St Century ◽

Constructivist Learning ◽

Constructivist Learning Environment ◽

Environment Model ◽

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

10.35609/gcbssproceeding.2020.11(159) ◽

2020 ◽

Vol 11 (1) ◽

pp. 159-159

Author(s):

Faiza Masood ◽

Dr. Malik Ghulam Behlol

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Theory And Practice ◽

Teaching Practicum ◽

Practice Gap ◽

Theory Practice Gap ◽

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

What do pre-service teachers learn from investigating gifted students’ mathematical thinking: role of task based interview in pre-service teacher education

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.7.619 ◽

2019 ◽

Vol 19 (7) ◽

pp. 619-636

Author(s):

Dong Hwan Lee

Keyword(s):

Teacher Education ◽

Mathematical Thinking ◽

Gifted Students ◽

Investigating the Role of Mobile Devices in a Blended Pre-Service Teacher Education Program

Canadian Journal of Higher Education ◽

10.47678/cjhe.v43i3.184675 ◽

2013 ◽

Vol 43 (3) ◽

pp. 56-77

Author(s):

Norman Vaughan ◽

Kimberley Lawrence

Keyword(s):

Teacher Education ◽

Mobile Devices ◽

Classroom Environment ◽

Teacher Education Program ◽

Program Outcomes ◽

Education Degree ◽

Study Participants ◽

The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online surveys, and a post-course focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.

Working Towards Meaningful Reflection in Teacher Education as Professional Learning

LEARNing Landscapes ◽

10.36510/learnland.v8i1.677 ◽

2014 ◽

Vol 8 (1) ◽

pp. 105-122

Author(s):

Susan E. Elliott-Johns

Keyword(s):

Teacher Education ◽

Reflective Practice ◽

Educational Research ◽

Professional Learning ◽

Teacher Educators ◽

Reflective Practitioner ◽

Research And Practice ◽

The terms "reflection" and "reflective practice" occur frequently in educational research and practice, particularly in numerous course descriptions for pre-service teacher education. However, the author remains unconvinced we, as teacher educators, are always accomplishing what we think and/or say we are in the name of "reflection." This article seeks to promote further dialogue around the role of reflection in teacher education via explorations of what more can be learned, while underscoring the need to clarify understandings in this complex area. The author draws on her own experiences as a reflective practitioner and advocate for the promotion of meaningful reflection as professional learning.