Preservice Teachers' Ability to Identify Technology Standards: Does Curriculum Matter?

abstract: With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must be learned through exposure during the teacher preparation curriculum, either through modeling, direct instruction or assignments constructed to encourage standards-based technology integration. This study attempted to determine the extent to which preservice teachers at Arizona State University (ASU) enrolled in the Mary Lou Fulton Teachers College (MLFTC) can recognize the National Education Technology Standards (NETS) published by the International Society for Technology in Education (ISTE) and to what extent preservice teachers are exposed to technology integration in accordance with the NETS-T standards in their preparation curriculum in order to answer the questions of whether or not teacher education curriculum provides students an opportunity to learn and apply the NETS-T and if preservice teachers in core teacher preparation program courses that include objectives that integrate technology are more likely to be able to identify NETS-T standards than those in courses that do not include these elements In order to answer these questions, a mixed-method design study was utilized to gather data from an electronic survey, one-on-one interviews with students, faculty, and administrators, and document analysis of core course objectives and curriculum goals in the teacher certification program at ASU. The data was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently.Dissertation/ThesisPh.D. Educational Technology 201

Safe Recursion on Notation into a Light Logic by Levels

We embed Safe Recursion on Notation (SRN) into Light Affine Logic by Levels (LALL), derived from the logic L4. LALL is an intuitionistic deductive system, with a polynomial time cut elimination strategy. The embedding allows to represent every term t of SRN as a family of proof nets |t|^l in LALL. Every proof net |t|^l in the family simulates t on arguments whose bit length is bounded by the integer l. The embedding is based on two crucial features. One is the recursive type in LALL that encodes Scott binary numerals, i.e. Scott words, as proof nets. Scott words represent the arguments of t in place of the more standard Church binary numerals. Also, the embedding exploits the "fuzzy" borders of paragraph boxes that LALL inherits from L4 to "freely" duplicate the arguments, especially the safe ones, of t. Finally, the type of |t|^l depends on the number of composition and recursion schemes used to define t, namely the structural complexity of t. Moreover, the size of |t|^l is a polynomial in l, whose degree depends on the structural complexity of t. So, this work makes closer both the predicative recursive theoretic principles SRN relies on, and the proof theoretic one, called /stratification/, at the base of Light Linear Logic

A standard for teaching technical competencies of physical education in Egypt according to ISTE (NETS-T) standards

Technology application and internet services are prominent developments in the field of global educational systems. These developments have imposed a change in the role and responsibilities of faculty members and the need to possess technical competencies. Faculty members must apply modern learning theories and organize their learning and evaluation plans based on interactive electronic resources. This study first aimed to suggest a standard of technical teaching competencies for faculty members in physical education under the standards of the International Society for Technology in Education for Teachers (NETS-T). Second, our purpose was to identify the degree to which faculty possess these competencies. The main study involved 812 participants. The exploratory study survey sample consisted of 200 faculty members. The data collection tool consisted of a questionnaire in the form of an opinion poll that included 90 items representing the proposed educational technology competencies within 20 fields representing 5 standards defined by the International Society for Technology in Education for Teachers (ISTE) (NETS-T), 2008. The data collection tool (questionnaire) was evaluated by experts. The exploratory and basic study were carried out using an electronic copy of the questionnaire prepared on Google Forms, and the participation link was sent via emails

An investigation of educational technology standarts of physical education candidate teachers in terms of several variables

Abstract The present study was designed to evaluate physical education candidate teachers’ self-efficacy beliefs of technology usage in line with the views of physical education candidate teachers in terms of NETS*T standards and to find out whether their self-efficacy beliefs differentiate in terms of gender, time spent using computer, computer usage level, time spent using the internet and their type of using the internet. This study aims at revealing the overall state of pre-service physical education teachers in terms of educational technology standards. The survey method was applied in this study to collect the research data. The scale developed by Çoklar (2008) taking into consideration the sub-factors of NETS-T standards was used as the data gathering tool. 332 (male=203; female=129) final year undergraduate students studying at physical education department at 9 different universities participated in the study. One-way analysis of variance, one-sample independent t test and frequency, percentage from descriptive statistics were used in the analyses of the study and level of significance was set at .05. It was found that teacher candidates participated in the study had a high level of self-efficacy regarding educational technology standards. It was determined that there was not a significant difference between the time spent using computers, the time spent using the internet and  sub-level self-efficacy beliefs of educational technology standards but there was a significant difference between level of using computer, type of using the internet and sub-level self-efficacy beliefs of educational technology standards

Are teacher candidates able to use educational technologies effectively?

The present study aims at investigating the educational technology use of teacher candidates attending education faculties in Turkey in terms of NETS*T standards. The study employed 2.566 senior teacher candidates from 7 different universities in Turkey. As a result of the study, it was revealed that the teacher candidates considered themselves to have a high level of self-efficacy with respect to educational technology standards as a whole. Considering the factors, teacher candidates reported the highest level of self-efficacy for the factor of productivity and professional practices and the lowest level of f-self-efficacy for the factor of social, ethical, legal and human issues. Gender caused differences for certain factors. In addition, the department being attended was another variable that resulted in difference when the departments of the teacher candidates were taken into consideration. The present study aims at investigating the educational technology use of teacher candidates attending education faculties in Turkey in terms of NETS*T standards. The study employed 2.566 senior teacher candidates from 7 different universities in Turkey. As a result of the study, it was revealed that the teacher candidates considered themselves to have a high level of self-efficacy with respect to educational technology standards as a whole. Considering the factors, teacher candidates reported the highest level of self-efficacy for the factor of productivity and professional practices and the lowest level of f-self-efficacy for the factor of social, ethical, legal and human issues. Gender caused differences for certain factors. In addition, the department being attended was another variable that resulted in difference when the departments of the teacher candidates were taken into consideration. &nbsp

Fishing gear survey of Kainji Lake, northern Nigeria, 1996

A survey was carried out in September 1996 alongside the annual frame survey of Kainji Lake, Nigeria. As in the previous surveys, there were 6 main fishing gear types in use on the lake, which included gill nets, drift nets, beach seines, cast nets, longlines (baited and foul hooking) acid fishing traps. A total of 813 canoes were sampled. The canoe lengths were similar to the previous gear surveys. Altogether 466 gill nets were measured. They had an average length of 149 m, and were mostly bottom set. Of the gill nets measured 68% had a mesh size below 3 inches the minimum mesh size allowable according to the Niger and Kebbi State Fisheries Edict, 1996. Of concern was the large increase in the number of 1 inch meshed nets recorded on the lake. Drift nets had a mean length of 74 m. A total of 88% of all drift nets measured had a mesh size below 2.5 inches, the minimum mesh size stipulated in the State Edict. A total number of 102 beach seines were sampled with a mean length of 110 m, the mesh size in use on the lake remained as 0.1 inches under the Edict beach seines are banned from fishing in Kainji Lake. The decline in the lengths of the beach seines (and therefore catch rates) recorded since l995 was encouraging in the light of the destructive nature of these nets. A total of 30 cast nets were sampled, they had a mean diameter of 9.8 and a mean mesh size of 1.9 inches. All the nets had a hanging ratio of 0.5. Of the cast nets measured 40% had a mesh size below the minimum size of 2 inches recommended by the State Fisheries Edicts. Of concern was the continued rise in the number of gill nets with mesh sizes less than 2 inches. There were 2 types of longlines in operation on the lake. The baited and the foul hooking longlines. They were mostly bottom set and the hook size nos. 12-14 (Kirby sea hook) were predominant. Two types of fishing traps were identified, one was covered with a mesh of thin cane, one with netting material. The fishing traps had a mean height of 0.8 m and a mean width at the vase of 0.53 m. The mean mesh size used was 0.86 inches. Citharinus was reported as the most targeted of all fish species on the lake. Synodontis membranaceous was also targeted by most gears especially the smaller meshed nets. Labeo and Tilapia were low on the list of targeted species but their incidence remains high in the catches. (PDF contains 27 pages