56,619 research outputs found
Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning
The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK
Auditing the TPACK confidence of Australian pre-service teachers: the TPACK confidence survey (TCS)
This chapter describes the construction and validation of an instrument to measure teachersâ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachersâ attitudes toward using ICT; confidence to use ICT for teaching and learning tasks (TPACK); competency with ICT; Technology Knowledge (TK); and TPACK Vocational Self-efficacy. The scale measuring TPACK confidence uses the Learning With ICTs: Measuring ICT Use in the Curriculum instrument that has been evaluated and reported previously. This paper proposes that the TCS provides a valid and reliable instrument with which to audit teachersâ TPACK confidence
Teaching Teachers for the Future (TTF) Project: Development of the TTF TPACK survey instrument
This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence - teacher items; Usefulness - teacher items; Confidence - student items; Usefulness- student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised
Pre-service teachers use e-learning technologies to enhance their learning
The purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize pre-service teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participantsâ frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training
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
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
Brave Forms of Mentoring Supported by Technology in Teacher Education
IndexaciĂłn: Web of ScienceQuality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that quality. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such identities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology - supported mentoring processes that were conducted in the context of an EFL Teacher Education program in Chile; 2) to revisit the findings of these studies in light of new evidence from participants who have moved on in their careers. This evidence is viewed in the framework of recent scholarship on the responsibilities that Teacher Education plays in their development. The first 16-month study examined the influences of a guided reading program involving e-readers on the identities and literacy skills of pre-service teachers. The second was a student-conceived study. That inquiry sought to determine the influence of upper year students' peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 firs-year students in the pedagogy program. The initial evidence from ethnographic tools used in both studies indicated that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers - not predictive of a potential for quality teaching. Positive signs at the end of both studies and more recent reports from participants suggest that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology-supported environment requires rethinking Teacher Education mandates if we are to empower emerging teachers to be quality teachers.http://www.ejel.org/issue/download.html?idArticle=48
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