Section archive - ICT & Teaching

The purpose of this study is to explore the alternative-licensed teachers' (ALTs) perceptions of how an asynchronous discussion board mediated learning literacy methods courses. Forty-four ALTs from Southern California were enrolled in the two courses and taught literacy teaching methods using the asynchronous discussion hoard as a tool of extending learning. The findings indicated that the technology has the potential to generate positive structure and support for learning. Furthermore, complement their responses with class discussions encouraged the participants to adopt multiple voices and and viewpoints that were different from theirs and made their own voices heard. Finally, the author discusses the implications of the findings.

This article reports reactions of candidates while learning and teaching with digital games. The authors examined participants' oral and written comments to determine the identification of (a) the motivational factor of digital game-based instruction, and (b) the embedded 2 IC learning skills. The findings suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that they felt positive and confident about integrating digital game-based instruction in the curriculum as a result of watching their peers' presentations and teaching students how to play games.

In this study, the authors introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning(UDL). The UDL framework provides multiple solutions that support student learning. The findings show that the digital backpack provides a structure for districts and teachers to proactively plan how to they can support diverse learners in a project-based learning environment. In addition, it was found that the students with the least amount of technology experience were able to complete the project in the most efficient fashion.

This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.