Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

2021 ◽  
pp. 45-61
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Literacy Skills ◽  
Teacher Education Programs ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Information Literacy Skills

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

Blending Digital Content in Teacher Education Programs

2018 ◽  
pp. 713-736
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

Perceived Ease in Using Technology Predicts Teacher Candidates' Preferences for Online Resources

2017 ◽  
Vol 7 (3) ◽  
pp. 17-28
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Learning Environments ◽  
Teacher Candidates ◽  
Preliminary Analysis ◽  
Online Resources ◽  
Teacher Education Programs ◽  
Pacific Island ◽  
Online Learning Environments ◽  
Online Resource ◽  
Students Attitudes ◽  
The Relationship

This study provides a preliminary analysis of teacher candidates' attitudes toward information technology as they predict receptivity to an online resource-based learning. The participants of the current questionnaire-based study were randomly selected teacher candidates (N = 101) at an American Pacific island university. The questionnaire focused on the relationship between the candidates' levels of comfort with technology and the degrees to which they consider the Internet useful in doing coursework. Results from this study may guide teacher education programs, as they seek to optimize teacher candidates' receptivity to course-appropriate online resources. This is because these teachers will shape their own students' attitudes toward online learning environments, promoting their students' tendencies to access resources maintaining lifelong learning perspectives.

Blending Digital Content in Teacher Education Programs

2018 ◽  
pp. 2166-2188
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

scholarly journals Common Writing Problems and Writing Attitudes among Freshman University Students in Online Learning Environments: An Exploratory Study

2020 ◽  
Vol 1 (1) ◽  
pp. 49-66
Author(s):  
Al Ryanne Gatcho ◽  
Eduardo Teodoro Ramos
Keyword(s):  
Online Learning ◽  
University Students ◽  
Learning Environments ◽  
Exploratory Study ◽  
Attitude Scale ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Writing Problems ◽  
Writing Attitudes ◽  
Global Writing

This paper is an exploratory study on college freshmen’s writing problems in relation to their attitudes towards writing in online learning environments. The writing problems that were explored were the following, as identified by Yates and Kenkel (2002): a) Surface writing problems and b) Global writing problems. The problems were found in the essays of the participants. In conjunction with the writing problems that were identified, attitudes towards checking and revising one’s work, towards writing, and towards receiving feedback on one’s writing were also identified through the writing attitude scale adopted from Erkan and Saban (2011) and was re-worded to suit the Philippine college context. The results of the study revealed that the majority of the writing problems were surface problems, particularly those related to verbs, nouns, and prepositions. As for writing attitudes, the participants of the study generally manifested positive attitudes towards writing.

scholarly journals DEVELOPING THE INFORMATION LITERACY-BASED CURRICULUM FOR TEACHER EDUCATION

EDUTECH ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Muhammad Mamduh Winangun ◽  
Deni Darmawan
Keyword(s):  
Teacher Education ◽  
Information Literacy ◽  
Teacher Candidates ◽  
Cognitive Process ◽  
Literacy Skills ◽  
Curriculum Structure ◽  
Teacher Students ◽  
Information Literacy Skills ◽  
Curriculum Organization ◽  
And Training

The ability of information literacy is very important for teachers in carrying out their duties and functions because it is related to the teacher's ability to find, access, and evaluate information. In addition, information literacy skills are also related to lifelong learning that teachers need to improve their competence independently. Information literacy competencies need to be established through education and training in universities. Some studies have found that the teacher's literacy ability is still low. It takes an effort to prepare teacher candidates who have information literacy skills, one of which is by developing an information literacy-based curriculum (ILbC) for teacher education. In this article, the author studies literature related to curriculum concepts, organizations, models, designs and curriculum structure based on information literacy for teacher education. Base on the analysis, the ecletic (combination of cognitive process and technological concept) concept, integrate curriculum organization, Walker model, and problem centered design is appropriate fo developing ILbC. The curriculum structure is also presented. This curriculum is expected to be an alternative to develop information literacy skills of prospective teacher students.

Blending Digital Content in Teacher Education Programs

2016 ◽  
pp. 286-308 ◽  
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

scholarly journals Effective Tagging Practices for Online Learning Environments: An Exploratory Study of Tag Approach and Accuracy

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Vanessa P. Dennen ◽  
Lauren M. Bagdy ◽  
Michelle L. Cates
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Exploratory Study ◽  
Literacy Skills ◽  
Combined Approach ◽  
Social Bookmarking ◽  
Online Learning Environments ◽  
Information Literacy Skills ◽  
Single Use ◽  
Student Information

This exploratory study examines student tagging activity within a five-week social bookmarking unit. Students in six sections of a course were tasked with locating, tagging, and then highlighting and discussing course-related materials using Diigo, a social bookmarking tool. Three different tagging approaches were tested: dictionary only, freestyle only, and dictionary + freestyle. Analysis focused on accuracy and rates of student tagging, popularity of different tag types  Findings show that most students were able to tag with high rates of accuracy after a single brief lesson. The dictionary-only approach led to fewer tags overall as well as fewer single-use tags than freestyle tagging. It also resulted in students applying useful classes of tags, such as type of content, that did not emerge within the freestyle tag groups’ folksonomies. However, freestyle tagging was not without its merits, and provided opportunities for students to include tags that reflect relevant interests and more specific topics that were not addressed in the tag dictionary. The combined approach, if carefully taught and applied, appears to have the greatest potential for supporting student information literacy skills. 

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