International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 41/43
424 items
401
This study investigated how middle school students’ comprehension was impacted by reading social studies texts online with a pop-up dictionary function for every word in the text. A quantitative counterbalance design was used to determine how 129 middle school students’ reading comprehension test scores for the pop-up dictionary reading differed from test scores for reading hard-copy texts or an online text without the dictionary.
Published: 2008
Updated: Mar. 09, 2008
402
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
Published: 2008
Updated: Mar. 02, 2008
403
The article describes an examination of the relationship between preservice teachers' beliefs and attitudes towards educational technology and teacher educators' beliefs and uses of technology. Although no significant relationship was found between teacher educators’ technology uses and preservice teachers’ technology attitudes, taking an introductory educational technology course was found to be helpful in improving preservice teachers’ technology attitudes related to educational benefits.
Published: 2007
Updated: Feb. 26, 2008
404
The article examines synchronous and asynchronous teaching and learning in an online graduate education course. Students were analyzed and surveys were conducted to better understand the instruction and learning through each mode. Findings suggest instructional practices for online education emphasizing their strengths and minimizing their weaknesses.
Published: 2007
Updated: Feb. 26, 2008
405
The article describes a study aimed at discovering why students participate in online courses, how they view the academic integrity of the courses, and if they would participate again in online instruction. Student surveys reveal that the desire for flexibility was one of the determining factors for choosing online courses. In addition, students exhibited overall satisfaction with the online academic course content and instruction.
Published: 2008
Updated: Feb. 12, 2008
406
A study was conducted to examine preservice teachers' pedagogical beliefs toward technology, compared to those held by teacher educators. Results reveal that at the semester's end, preservice teachers' nonlearner-centered beliefs about learning and teaching decreased. However, their nonlearner-centered beliefs about learners increased. Furthermore, taking an introductory educational technology course was found to be helpful in improving preservice teachers’ technology attitudes related to educational benefits.
Published: 2008
Updated: Feb. 12, 2008
407
A qualitative case study was conducted to examine the use of computer mediated communication (CMC) for psychological support of preservice teachers. The study utilized online discussions of 15 preservice teachers, and explored the subjects of discussion as well as how they communicated with each other. Results reveal the special ways the teachers demonstrated their emotional engagement, responsiveness to each other and meaning-making through storytelling.
Published: 2008
Updated: Feb. 12, 2008
408
A study was conducted to examine factors that influence teachers' technology integration, as they create technology-enhanced materials. Although all teachers received onsite peer mentoring, results of the study indicate that teachers who succeeded in designing technology-based materials interacted differently from their peers. Those teachers assumed greater ownership in learning and interacted frequently to obtain support and advance their development. Peer mentoring also influenced both the interaction among peers and quality of teacher growth in the community.
Published: 2008
Updated: Feb. 12, 2008
409
The article describes a study which combined science content and pedagogy with video game design in a graduate science education course. The distance education course was designed for inservice science teachers, with the objective of advancing student achievement and interest in science by integrating video game technology into the curriculum. Results revealed positive student attitudes toward the course satisfaction.
Published: 2008
Updated: Feb. 12, 2008
410
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Published: 2007
Updated: Feb. 10, 2008