The Utilization of Technology Tools and Preparation of Preservice Teachers for Literacy Instruction in the Age of Virtual Learning

2022 ◽  
pp. 142-157
Author(s):  
Kathryn V. Dixon ◽  
April Sanders ◽  
Laura Isbell
Keyword(s):  
Preservice Teachers ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Preparation Programs ◽  
Learning Content ◽  
Technology Tools ◽  
Utilization Of Technology ◽  
Teachers And Students ◽  
K 12

The onset of the COVID-19 pandemic forced a sudden shift to virtual teaching and learning for teachers and students at all levels across the country. Surveys of K-12 teachers resulted in a compilation of technology tools utilized for reading instruction during virtual learning. Content analyses sought to connect technology tools to various components of the lesson cycle, and longer-term research to examine quality tools and pedagogical approaches to teaching reading in virtual settings is discussed. Implications for educator preparation programs and future curricular directions are examined.

Pre-Service Teachers Critical Thinking and Developing and Using Models in Science

2019 ◽  
pp. 194-212 ◽  
Author(s):  
Lizette A. Burks ◽  
Douglas Huffman
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Teacher Preparation Programs ◽  
Engineering Practice ◽  
Preparation Programs ◽  
New Science ◽  
Science Framework ◽  
K 12

The new science and engineering practice of developing and using models is needed to achieve the vision of three-dimensional teaching and learning and should be an important new component of teacher preparation programs. This chapter examined critical thinking and preservice teachers' preconceptions about critical thinking and the practice of developing and using models. The results of the study indicated that when preservice teachers initially described how this practice might look in the classroom, only two of the six categories outlined in A Science Framework for K-12 Science Education for this practice were described by most participants. Of those two categories described by most participants, the majority were at a novice level. These results emphasize the necessity for elementary teacher education to provide opportunities for preservice teachers to better understand the practice of developing and using models, and how critical thinking can help teachers use models.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Application of the “Teaching Innovation Practice Platform” in English Reading Instruction

2017 ◽  
pp. 249-271
Author(s):  
Yucen Kuang
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Current Status ◽  
Teaching Innovation ◽  
Learning Platform ◽  
English Reading ◽  
Public Middle School ◽  
Teachers And Students

Since Shanghai started the second phase of the elementary and middle school curriculum reform in 1998, teachers have been encouraged and expected to incorporate new technology to support teaching and learning, both in and out of the classrooms, so that students can get skills such as problem-solving, team-working, and time-management more efficiently. Consequently, in order to improve students' English reading comprehension skills, a brand new online learning platform named “Teaching Innovation Practice Platform” (TIPP) was developed and implemented to enhance English reading instruction at a public middle school in Shanghai in 2010. After several years of implementation, the platform has not only strengthened the interaction and communication between teachers and students but also improved students' learning. In the following sections, the current status of English reading instruction, the online learning platform TIPP and its application, as well as the impact on teaching and learning are described in detail.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Using Learning Objects in K-12 Education

2007 ◽  
pp. 245-260
Author(s):  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Science Standards ◽  
Instructional Resources ◽  
Support Tool ◽  
Teachers And Students ◽  
Object Technology ◽  
K 12

Reusable Learning Object technology offers K-12 teachers and students the opportunity to access resources that can be used and reused in classroom teaching and learning environments. A support tool for teachers, QuickScience™, was developed to help teachers and students improve performance in science standards; resources in QuickScience™ are built upon RLO technologies. Six types of RLOs, including five types of instructional resources aligned to Bloom’s taxonomy, are used by teachers to help students improve their performance in science. QuickScience™ offers teachers a model for improving performance, including steps of diagnose, plan, teach, and assess.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts

2018 ◽  
Vol 70 (4) ◽  
pp. 306-318
Author(s):  
Stephanie Behm Cross ◽  
Nermin Tosmur-Bayazit ◽  
Alyssa Hadley Dunn
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching And Learning ◽  
White Male ◽  
Male Student ◽  
Whiteness Studies ◽  
Observation Data ◽  
Critical Whiteness Studies ◽  
Critical Whiteness ◽  
K 12

Studies on student teaching continue to suggest that preservice teachers’ feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance related to fractured relationships, misaligned teaching strategies, and disengagement as he taught youth of color. Importantly, the use of Critical Whiteness Studies helped to additionally reveal the way Whiteness affected Brett’s movements toward consonance—mainly through rationalization and problematic notions of perseverance. The authors suggest that Whiteness itself is a dissonant state, and argue that conversations focused on dissonance from misaligned university theory and K-12 schooling practices is dangerously incomplete. Implications for research and practice are included.

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