International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 21/43
424 items
201
This study presents Colonial Williamsburg’s Electronic Field Trip program as an instrumental case for generating a conceptual model for authentic VFTs that can be used to support the creation and utilization of additional VFTs in the social studies. The findings from this case provide important information for developing successful virtual field trips. In addition, the ensuing VFT model should be helpful for teachers and VFT developers.
Published: 2009
Updated: Aug. 23, 2011
202
The current article describes an evaluation of a project in England. The project used the internet to link a university teacher education faculty with local partner schools in which remotely operated Internet Protocol cameras and microphones were mounted in classrooms.
Published: 2010
Updated: Jul. 26, 2011
203
The current study examined teachers’ internet use behaviour for professional development using the theory of planned behaviour. The author discovered a strong link between behavioural intention and internet use behavior.
Published: 2010
Updated: Jul. 26, 2011
204
In this article, the author discusses the potential of Google Scholar as an alternative or complement to the Web of Science and Scopus for measuring the impact of journal articles in education. The findings illustrate the promise and pitfalls of using Google Scholar for characterizing the influence of research output.
Published: 2010
Updated: Jul. 05, 2011
205
The current paper examines the economic effect of education in terms of its impact on the earnings of workers in an information technology (IT). This study shows that the earnings effect of education and the interaction between education and IT penetration in the workplace are positive and significant, whereas IT by itself brings about a significant negative earnings effect.
Published: 2010
Updated: Jul. 05, 2011
206
The current paper examines the role of technology in preservice teacher reflection. Fifty-eight preservice English teachers participated in the study. The author examines The implications of the preservice English teachers’ views on technology use for reflection , with attention to the choice of “easy” forms of technology and the elements of journal length.
Published: 2009
Updated: Jul. 05, 2011
207
This article presents a case study investigated the educational experiences of Canadian preservice teachers. These preservice teachers participated in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion.
Published: 2010
Updated: Jun. 13, 2011
208
In this study, the authors explored the influence of teachers' learner-centered beliefs and teacher efficacy on consequence concerns. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns.
Published: 2010
Updated: May. 30, 2011
209
In this article, the authors present the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches, technology content goals, and the broader context.
Published: 2010
Updated: May. 29, 2011
210
The current study explored the viability of tablet computers in early education. The authors first investigated the ease with which preschool children become acclimated to the tablet technology. Next, the authors examined this technology' effectiveness in keeping children engaged and motivated to draw as a means to implementing curriculum standards. The participants were forty-one children between 3 and 6 years who enrolled in three classrooms at northeastern United States. The results showed that as children developed ease with the tablet, their independence with the technology increased, resulting in more experimentation, and increased ability to use it to represent their thinking.
Published: 2010
Updated: Mar. 22, 2011