The Impact on Literacy Instruction Using a Technology Platform

Technology Platform ◽

Literacy Strategies ◽

The Many ◽

Strategies Instruction ◽

Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.

From salvation to inquiry: Preservice teachers’ conceptions of race

Global Studies of Childhood ◽

10.1177/2043610620978510 ◽

2020 ◽

Vol 10 (4) ◽

pp. 368-384

Author(s):

Lucinda Grace Heimer

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Critical Race Theory ◽

Classroom Practice ◽

Future Teacher ◽

Education Programs ◽

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education ◽

Peer Assessment for Development of Preservice Teachers

10.4018/978-1-60566-667-9.ch016 ◽

2011 ◽

pp. 263-280

Author(s):

Lorraine Gilpin ◽

Yasar Bodur ◽

Kathleen Crawford

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Peer Assessment ◽

Classroom Teaching ◽

Peer Observation ◽

Education Programs ◽

Scholarship Of Teaching ◽

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Preparing Tomorrow's Teachers to Use Web-Based Education

Instructional and Cognitive Impacts of Web-Based Education ◽

10.4018/978-1-878289-59-9.ch008 ◽

2000 ◽

pp. 129-146 ◽

Cited By ~ 1

Author(s):

Deborah L. Lowther ◽

Marshall G. Jones ◽

Robert T. Plants

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

World Wide ◽

Education Programs ◽

Web Based ◽

Knowledge And Skills ◽

The World ◽

The Impact ◽

Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

ICT Uptake and Technology Linkages in Rural Africa

International Journal of Education ◽

10.5296/ije.v9i3.11901 ◽

2017 ◽

Vol 9 (3) ◽

pp. 133

Author(s):

Juseuk Kim

Keyword(s):

Information And Communication Technologies ◽

Rural Areas ◽

Electronic Communication ◽

High Tech ◽

African Countries ◽

Creative Solutions ◽

Information And Communication ◽

The Republic ◽

The Many ◽

This report focuses on how quickly and creatively electronic communication is spreading and transforming rural areas in Africa and, particularly, two selected communities in Zambia as case studies. The report also shows ways in which communities are adapting information and communication technologies (ICTs). And this research is interested in studying how quickly electronic communication is spreading and transforming rural areas in Africa and, in particular, the Republic of Zambia. The impact of social networks is being used in dynamic, creative ways to not only spread business opportunities but to energize economies and society. They want to gather community and household information to understand the many ways communities are adapting these technologies. Their methods of adoption and adaptation of technologies do not resemble high-tech societies where governments support massive infrastructure projects. For example, highly creative uses of low-tech cell phones are energizing commerce and spawning new ways of building creative solutions, making African countries some of the fastest growing economies in the world today.

Aplikasi Pembelajaran Berbasis Mobile Untuk Tuna Aksara

MATICS ◽

10.18860/mat.v8i1.3475 ◽

2016 ◽

Vol 8 (1) ◽

pp. 11

Author(s):

Muhammad Irwan Padli Nasution ◽

Septiana Dewi Andriana

Keyword(s):

Learning Strategies ◽

Communication Technology ◽

Information Age ◽

High Tech ◽

Interaction Patterns ◽

Multimedia Teaching ◽

Information And Communication ◽

Complex Models ◽

Abstract Learning ◽

Abstract - Learning is a process of transformation that is initially not knowing to knowing. Has developed a lot of learning strategies from simple to more complex models even complicated and required a lot of tools in its application. Literacy is a basic of knowledge for humans. They can read by improving their quality, which leads to the high intellect of a person. Especially at this time humanity has entered the information age. The phenomenon of globalization is happening now accelerating so quickly, as the impact of application of Hi-tech society (high-tech society), which causes humans followed on interaction patterns very quickly. Using Information and Communication Technology (ICT) could be developed multimedia teaching materials with the concept of learning by playing fun and implemented on a mobile based learning applications. The use of mobile devices that is easy and flexibility is very useful to support the learning process for the illiterate.

Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level

Teachers College Record ◽

10.1177/016146812012200310 ◽

2020 ◽

Vol 122 (3) ◽

pp. 1-48

Author(s):

Tova Michalsky

Keyword(s):

Preservice Teachers ◽

Self Regulation ◽

Theory And Practice ◽

Time Range ◽

Professional Vision ◽

Self Regulated Learning ◽

Posttest Performance ◽

Data Collection And Analysis ◽

Background Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers can teach SRL and students can acquire SRL skills. Purpose The goal of the present study was to examine the impact of different scaffolding levels on the development of preservice teachers’ professional vision (PV) for SRL and their ability to teach SRL to students. Participants: Participants were 102 second-year preservice physics teachers at three major research universities. Research Design The study included three distinct PV scaffolding levels, in order to examine which types of PV prompts might best scaffold teachers’ progress in mapping and teaching SRL. These prompts included hints for when (time range) to analyze videotaped complex SRL-teaching events, full guidance (popup notifications) for when and what to analyze, and self-guidance (controls) for analyzing without help. Data Collection and Analysis I addressed the research questions and hypotheses by performing a multivariate analysis of variance (MANOVA), with posttest performance as the dependent variable and PV prompt type as the independent variable. Findings Results showed that over time, all three groups improved on measures of both PV for SRL and SRL teaching. Additionally, we found that hint prompts had a greater positive effect on both measures than guided or self-guided prompts. Recommendations The current study recommends broadening the instructional framework of teacher education programs to include PV hints instruction as a means of supporting the practical skills necessary for teaching in dynamic school contexts.

Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy

Australian Journal of Environmental Education ◽

10.1017/aee.2017.27 ◽

2017 ◽

Vol 33 (3) ◽

pp. 201-222 ◽

Cited By ~ 4

Author(s):

Deborah O. Dada ◽

Chris Eames ◽

Nigel Calder

Keyword(s):

Preservice Teachers ◽

New Zealand ◽

Environmental Education ◽

Curriculum Design ◽

Teaching And Learning ◽

Environmental Literacy ◽

Environmental Knowledge ◽

The Impact ◽

Preparedness To Teach

AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

Starting with the Space: Integrating Learning Spaces and Technologies

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v8i1.26743 ◽

2019 ◽

Vol 8 (1) ◽

pp. 17-32

Author(s):

Gina Sanchez Gibau ◽

Francia Kissel ◽

Modupe Labode

Keyword(s):

Learning Community ◽

Learning Strategies ◽

Teaching And Learning ◽

New Technologies ◽

Learning Technologies ◽

Learning Spaces ◽

Museum Exhibits ◽

Image Sharing ◽

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses

Teaching Children Mathematics ◽

10.5951/tcm.13.4.0211 ◽

2006 ◽

Vol 13 (4) ◽

pp. 211-215

Author(s):

Lynn C. Hart

Keyword(s):

Preservice Teachers ◽

Lesson Study ◽

Teacher Practice ◽

Classroom Teacher ◽

Study Groups ◽

National Council ◽

Change In Teacher Practice ◽

The Impact ◽

Development Center

Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.

“That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools

Journal of Education and Culture Studies ◽

10.22158/jecs.v2n3p126 ◽

2018 ◽

Vol 2 (3) ◽

pp. 126 ◽

Cited By ~ 1

Author(s):

Brittany A. Aronson

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Focus Group ◽

Education Programs ◽

Intern Teachers ◽

K 12 ◽

The Impact ◽

Critical Social

Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of four intern teachers simultaneously enrolled in a teacher education program while participating in a critical social justice focus group. Findings from the critical social justice focus group revealed intern teachers’ understandings of critical social justice included: (1) embracing a critical awareness, (2) advocacy: “it’s about the students”, and (3) praxis defeat.