Technology Integration in a Modified Flipped Spiraling Curriculum

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 ◽  
Pre Service Teacher

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.

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

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.

Technologizing Teaching

2012 ◽  
pp. 228-250 ◽  
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

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.

Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy

2020 ◽  
pp. 284-306 ◽  
Author(s):  
Beth Beschorner ◽  
Lindsay Woodward
Keyword(s):  
Technology Integration ◽  
School Level ◽  
High School Level ◽  
Learner Centered ◽  
Rural Settings ◽  
Planning Cycle ◽  
Integration Planning ◽  
Reading Endorsement ◽  
Work Samples ◽  
K 12

This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.

The Role of Management in Instructional Design

2020 ◽  
pp. 265-287
Author(s):  
Tasha M. Brown
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Design Process ◽  
Professional Organizations ◽  
Instructional Designers ◽  
Budget Management ◽  
Course Content ◽  
Instructional Design Process ◽  
Body Of Knowledge

A great deal of instructional designers' time is spent designing the course content and managing projects. This chapter provides a comprehensive review of literature examining the project management knowledge, skills, and abilities performed by and expected of instructional designers from different sectors. To fully demonstrate the importance of management in the instructional design process, the author examines prior research and highlights the significance of reviewing the competencies and standards developed by professional organizations within the field. This chapter also discusses the importance of management to the instructional design process, how to successfully align and bridge the gap between instructional design models – ADDIE and SAM – and project management, as well as how the Project Management Body of Knowledge (PMBOK) complements the instructional design process. The author examines project management, cost and budget management, people management, and timelines and deadline management. The author concludes by explaining how the chapter will benefit new instructional designers entering the field while also enhancing current instructional designers' knowledge about management trends and expectations.

Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

2022 ◽  
pp. 31-57
Author(s):  
Ankit Dhamija ◽  
Deepika Dhamija
Keyword(s):  
Instructional Strategies ◽  
Educational Games ◽  
Learning Experience ◽  
Teaching Styles ◽  
Game Based Learning ◽  
Learner Engagement ◽  
Course Content ◽  
Learner Centered ◽  
Teaching Learning ◽  
Active Learner

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

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

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 ◽  
Pre Service Teacher

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.

scholarly journals A Collaborative Journey Toward Understanding the Role of Social Class in Teaching and Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Lynda R. Wiest ◽  
Cynthia H. Brock ◽  
Constance M. Morton ◽  
Monica N. Colbert ◽  
Ryan J. Linton ◽  
...  
Keyword(s):  
Social Class ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Practical Applications ◽  
Course Content ◽  
Course Effectiveness ◽  
Favorable Change ◽  
Course Material

One important area of development for educators at all levels is teaching students from diverse backgrounds, which includes attention to the important role of social class. In this reflective essay, two teacher educators and four students (two graduate, two undergraduate) examine the aspects of a course on social class and schooling that they perceive to have influenced favorable change in their learning and practice. Individual writings by the six participants at three checkpoints during and after the course generated four themes that the authors discuss in relation to the course content and pedagogy: salient content; effective instructional approaches; application of course material; and suggested improvements. Factors that contributed to course effectiveness included a focus on deep growth involving knowledge and dispositions; instructional methods that encouraged meaningful participant engagement and reflection in a “safe” classroom environment; and practical applications for course material. Suggested improvements centered on including direct engagement experiences and exploring individual course topics in greater depth.

REINSTILLATION OF MORAL AND ETHICAL VALUES IN CHILDREN AND YOUTH: REFLECTING UPON THE ROLE OF PRECEPTORS AND PARENTS IN REKINDLING THE FLAME OF MORALITY IN MORTALSWITH SPECIAL REFERENCE TO INDIAN EDUCATION SYSTEM

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajeev Kaushal
Keyword(s):  
Educational Institution ◽  
Education Programme ◽  
Educational Process ◽  
Indian Education ◽  
Ethical Values ◽  
Moral Value ◽  
Current Scenario ◽  
Pre Service Teacher ◽  
Day By Day

The precious possession of any educational institution worth its name is the treasure of knowledge and skills which it imparts to the educands in the hope that this very treasure proves to be valuable for them in every walk of life. The treasure of values serves as the springboard for determining the various aims of education. In fact, values act as the cornerstone of entire educational process whatsoever be the field. However, it is a matter of grave concern that the monetary value of education is escalating and its moral value is dwindling day by day. It won’t be an exaggeration to say that the real cause and worth of education are plummeting with each passing day. As per the current scenario, there is dire need of instilling moral and ethical values in all those who are related to the field of education and this necessitates the inclusion of value based education the prime onus of which lies on the shoulders of none other than the teacher who is undoubtedly the maker of a nation's destiny.The present paper reflects upon the significance and need of value education and also throws light on how can moral and ethical values be inculcated in students at various levels of education besides giving valuable suggestions pertaining to the use of same in the field of Teaching and Pre-service Teacher Education programme.

EXPRESS: Testing Theories of Goal Progress in Online Learning

2021 ◽  
pp. 002224372199110
Author(s):  
Joy Lu ◽  
Eric T. Bradlow ◽  
J. Wesley Hutchinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Detection System ◽  
Traditional Education ◽  
Performance Outcomes ◽  
Learner Engagement ◽  
Goal Progress ◽  
Business Courses ◽  
Using Data

Online educational platforms increasingly allow learners to consume content at their own pace with on-demand formats, in contrast to the synchronous content of traditional education. Thus, it is important to understand and model learner engagement within these environments. Using data from four business courses hosted on Coursera, we model learner behavior as a two-stage decision process, with the first stage determining across-day continuation versus quitting and the second stage determining within-day choices among lectures, quizzes, and breaks. By modeling the heterogeneity across learners pursuing lecture and quiz completion goals, we capture different patterns of consumption that correspond to extant theories of goal progress within an empirical field setting. We find that most individuals exhibit a learning style where lecture utility changes as an inverted-U-shaped function of current progress. Our model may also be used as an early detection system to anticipate changes in engagement and allows us to relate learning styles to final performance outcomes and enrollment in additional courses. Finally, we examine the role of quizzes in how consumption patterns vary across learners in different courses and between those who have paid or not paid for the option to earn a course certificate.

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