3,595 research outputs found
Facilitating the process of knowledge construction among preservice teachers through computer -mediated communications
This study was concerned with the potential for asynchronous computer-mediated communications (CMC) to facilitate the process of knowledge construction among preservice teachers. Using both quantitative and qualitative research methods, this study examined the extent to which the CMC among six groups of preservice teachers was influenced by (a) the structure and focus of CMC, and (b) the interactions among peers. Of particular interest was (a) how these factors influenced the depth in cognitive processing that was displayed throughout the course of the semester, and (b) the patterns of social dialogue and interactions that were involved with the displayed levels in cognitive processing. The findings from this study indicated that the structure and focus of CMC did influence the overall learning that occurred. These factors, however, did not influence the levels in cognitive processing that developed throughout the course of the semester. Playing a central role in this process were the interactions among peers that facilitated and prompted cognitively in-depth levels of CMC
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
E-Mail Response Journals as a Tool for Facilitating Critical Reflection of Diversity Issues
Teacher educators face a daunting task. As school populations diversify (Hill, 1989; Protheroe and Barsdate, 1991), the demographic trend among preservice teachers is toward more homogeneity (Cuellar and Huling-Austin, 1991; Jordan, 1995; Zimpher and Ashbum, 1989). In addition, these predominantly White, middle-class college students enter teacher education with limited experiences with persons from another ethnicity or social class (Banks, 1991; Finney and Orr, 1995; Garcia, 1993; Grant, 1991; Irvine, 1990 and 1992; Jordan, 1995; Ladson-Billings, 1991; Zimpher and Ashburn, 1989). These largely monocultural prospective teachers need structured opportunities to confront and reflect upon critical issues related to diversity. Electronic mail response journals can provide teacher educators an effective tool for such reflection, particularly in an effort to facilitate greater cultural sensitivity in young teachers
Transition to online learning by a teacher education program with limited 4IR affordances
This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers
Examining the Effects of Selected Computer-Based Scaffolds on Preservice Teachers\u27 Levels of Reflection as Evidenced in their Online Journal Writing
This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachersâ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participantsâ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participantsâ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participantsâ reflection writings and interviews served as data sources. Miles and Huberman\u27s (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachersâ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachersâ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachersâ reflective practice in technology-enhanced educational systems
A Mixed Methods Comparison of the First Principles of Instruction in Flipped and Face-to-Face Technology Integration Courses
This dissertation examines the impact of the First Principles of Instruction (FPI) model when applied to face-to-face (F2F) and flipped technology integration courses. Through this investigation, I demonstrate how the FPI inform the design of problem-centered environments, their impact on participantsâ technological, pedagogical, content knowledge (TPACK), and the essential aspects of experiencing these FPI-based courses. Using an embedded quasi-experimental mixed methods design, the quantitative analyses of pre- and post- TPACK outcomes were examined and related to the interventionsâ mechanisms via the descriptive phenomenological analysis of participantsâ course learning experiences. Participants were 32 preservice teachers enrolled in the second of three required technology integration courses during the 2017 spring and fall semesters. Data included surveys, technology-integrated lesson designs, prompted course reflections, and semi-structured interviews.
In the flipped group, preservice teachersâ self-perceptions of TK, PK, TCK, TPK, and TPACK statistically significantly increased and had large effect sizes. Except for TK, the F2F groupâs self-perceptions of all TPACK domains statistically significantly increased with medium to large effect sizes. The non-significant growth in the F2F groupâs TK, an unexpected outcome of a technology integration course, was illuminated by the qualitative analysis. Participantsâ experiences unique to the flipped section indicated that exposure to new technologies prior to the physical class contributed to their increased perception of TK. As for application of TPACK to technology-integrated lesson designs, both groups demonstrated statistically significant growth with large effect sizes (F2F p = .000, d = 1.17; Flippeda p = .000, d = 1.97). The magnitude of the results strongly demonstrates the FPIâs positive impact on TPACK-related learning outcomes in the F2F and flipped courses. Further analysis revealed no statistically significant differences between groupsâ perceptions and application of TPACK. These non-significant differences suggest the FPI were equally effective when applied to designing flipped and F2F courses.
The phenomenological analyses revealed that the participants experienced technology integration often in class and noted the importance of purposefully selecting and using technologies. Participants described learning new technologies in the course as proceeding from practicing technological skills to evaluating digital toolsâ potential for future integration. While iterative component tasks were experienced by some as redundant, participants valued the problem progression corollaryâs task variation and scaffolded nature for focusing their learning and keeping them confident when challenged. Experiencing incongruous moments between design and implementation prompted participantsâ contemplations of persisting barriers to technology integration and appraisals of in-class experiences as designed for the ideal. The FPI-based elements experienced by participants, when viewed through the perspective of constructionism, facilitated preservice teachersâ TPACK construction as they designed and shared tangible artifacts with an authentic audience. The studyâs implications endeavor to inform future approaches to technology integration preparation, directions for FPI-based research and design, and the development of TPACK measures
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