Adherence to the Use of ICT for Classroom Instruction: Its Impact on Students’ Learning

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizalina G. Gomez
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Student Teachers ◽  
Teacher Educators ◽  
Classroom Instruction ◽  
Teaching Practice ◽  
Learning Activities ◽  
Pedagogical Practices ◽  
Web 2.0 Tools ◽  
Enhanced Learning

This study investigated the teachers’ adherence to the use of ICT for classroom instruction and its impact on the students’ learning. One hundred twenty-five (125) student teachers from the College of Education accomplished the questionnaires. Student teachers were found to have strong adherence to the use of ICT in teaching. This analysis elucidated teacher educators’ access to ICT, their intensity of use, their training skills, and their confidence in using ICT. Pedagogical practices included the use of web-enhanced learning activities and a combination of Web 2.0 tools in teaching. Exploratory multiple regression analysis addressed the importance of these different factors at the level of the educator in the use of ICT in teaching practice. Results showed students’ academic performance generally improved with increased teachers’ training skills. The intensive use of ICT as a tool in teaching had posed a significant impact on the students’ learning. It was therefore recommended for teacher educators to sustain the use of ICT as an effective strategy and continue to access the skills-based approach in the integration of ICT in education.   Keywords - Academic Performance, ICT, Web 2.0 tools, Web- Enhanced Learning Activities, Pre-service Teachers, Pedagogical Practices

scholarly journals Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 143-173
Author(s):  
Siti Nazuar Sailin ◽  
Noor Aida Mahmor
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
School Setting ◽  
Meaningful Learning ◽  
Analytical Framework ◽  
Learning Activities ◽  
Digital Pedagogy

Purpose – This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology – This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers’ reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings –The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers’ knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance – Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.

Practice From Implementing Web 2.0 Tools in Higher Education

2022 ◽  
pp. 71-91
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Learning Experience ◽  
New Technology ◽  
The Body ◽  
Web 2.0 Tools ◽  
Education Practice ◽  
Technology Tool

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching

1992 ◽  
Vol 62 (2) ◽  
pp. 123-155 ◽  
Author(s):  
David Labaree
Keyword(s):  
Teacher Educators ◽  
Classroom Instruction ◽  
Teaching Practice ◽  
Task Force ◽  
Professional Status ◽  
Key Factors ◽  
Holmes Group ◽  
Teacher Professionalization ◽  
Current Movement

In this article, David Labaree presents a genealogy of the current movement to professionalize teaching, focusing on two key factors that define the lineage of this movement and shape its present character and direction. First, he argues that teacher professionalization is an extension of the effort by teacher educators to raise their own professional status. Second,he examines the closely related effort by this same group to develop a science of teaching. Given these roots, the reforms proposed by the Carnegie Task Force on Teaching as a Profession and The Holmes Group may well do more for teacher educators than for teachers or students. More importantly, they may promote the rationalization of classroom instruction by generating momentum toward an authoritative, research-driven, and standardized vision of teaching practice.

A Case Study of Infusing Web 2.0 Tools for Blended Learning

2012 ◽  
pp. 656-673
Author(s):  
Yiu Chi Lai ◽  
Eugenia M.W. Ng
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Active Role ◽  
Education Student ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Internet Resources ◽  
New Information ◽  
Digital Formats

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

A Survey of Recent Approaches Integrating Blogs in School Education

2021 ◽  
pp. 229-245
Author(s):  
Stavros Tsetsos ◽  
Jim Prentzas
Keyword(s):  
Secondary Education ◽  
Web 2.0 ◽  
Research Work ◽  
School Education ◽  
Future Research ◽  
Research Directions ◽  
Web 2.0 Tools ◽  
Primary And Secondary Education ◽  
Future Research Directions ◽  
Enhanced Learning

Web 2.0 tools are frequently integrated in education. The main goal of this integration is to provide enhanced learning experiences to students. Among other Web 2.0 tools, blogs are often used. Many approaches have been presented that successfully exploited blogs in all levels of education. An aspect of interest is to outline main directions of the corresponding research work that will provide insight to researchers, teachers, students, developers, and policymakers. This chapter provides a brief survey of approaches integrating blogs in primary and secondary education. Initially, main concepts regarding blogs as Web 2.0 tools and educational blogs are briefly discussed. Then, 16 approaches concerning the use of blogs in primary and secondary education are surveyed. The results derived from these approaches are analyzed. The analysis shows that the results are positive, and blogs turn out to be useful tools for school education. It is likely that more such approaches will be presented in the future. The chapter also outlines future research directions.

Weave coding into K-5 curricula as new literacies

2019 ◽  
Vol 48 (2) ◽  
pp. 49-66
Author(s):  
Yi Jin ◽  
Shenghua Zha
Keyword(s):  
Web 2.0 ◽  
Teacher Educators ◽  
New Literacies ◽  
Low Cost ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Transformation ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Definition Of

Purpose The purpose of this paper is to posit that coding should be considered as a critical part of new literacies. Teacher educators should first adopt the new literacies perspective, and then prepare pre-service teachers to teach both traditional literacy and new literacies skills, especially preparing them how to weave coding into K-5 literacy curricula to cultivate younger learners’ new ways of expressions and computational thinking skills. To facilitate this educational transformation, low-cost Web 2.0 tools and apps were introduced as one practical approach, along with some literacy lesson ideas to help teacher educators and pre-service teachers begin to integrate coding into the K-5 literacy curricula. Design/methodology/approach This paper is a viewpoint paper. Findings A table of low-cost Web 2.0 tools was presented with sample lesson ideas. Originality/value More than ever, coding breaks the traditional definition of literacy as paper-based reading and writing. It empowers students to read, write and create with multimodality on multiple platforms. Weaving coding into the literacy curricula offers the window to promote both computational thinking and new literacies skills. Teacher educators, among all other stakeholders, should begin the efforts to prepare pre-service teachers to weave coding into the literacy curricula and other content areas in the teacher educations programs now.

scholarly journals Teachers’ Views on the Availability of Web 2.0 Tools in Education

2019 ◽  
Vol 14 (22) ◽  
pp. 70 ◽  
Author(s):  
Semih Caliskan ◽  
Zafer Guney ◽  
Regina G. Sakhieva ◽  
Dinara G. Vasbieva ◽  
Natalia A. Zaitseva
Keyword(s):  
Data Collection ◽  
Web 2.0 ◽  
Prospective Teachers ◽  
Quantitative Research ◽  
Teaching Practice ◽  
Data Collection Tool ◽  
Web 2.0 Tools ◽  
Educational Environments ◽  
Faculty Of Education ◽  
Faculties Of Education

Abstract—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

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