8,143 research outputs found

    Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer?

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    Lesson plans are a potentially powerful means to facilitate teachers’ use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused lesson plan and were asked to choose between two sets of support materials that differed with regard to the extensiveness and integration of pedagogical and content information. Based on the technological, pedagogical, and content knowledge (TPACK) framework, pre-service teachers (n = 23) were expected to prefer the appendix containing extensive and separate information, whereas in-service teachers (n = 23) were predicted to prefer the succinct and integrated version. Teachers’ responses to a forced-choice question confirmed the latter expectation, but lent insufficient support to the former. Semi-structured interviews further showed that the justifications of in-service teachers were generally consistent with the TPACK framework. Most pre-service teachers, by contrast, were future-oriented and preferred support that would help increase their proficiency rather than consolidate their existing knowledge base

    A Case Study of Pre-Service Teachers’ Enabling TPACK Knowledge: Lesson Design Projects

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    Teacher education program are expected to be able in developing pre-service teachers that capable in integrating three domains of technology, pedagogy, and content knowledge (TPACK) for future classroom practices. Every teacher program may be varied and has their own ways in developing TPACK knowledge and skill for pre-service teachers. However, the investigation of lesson design as one of instructional design resulted from the teacher program is rare especially concern on the quality of each domain within lesson design and challenges that were raised within the process of lesson plan making. Therefore, this study aims to explores the TPACK component within of pre-service teacher lesson design project of master degree of teacher education program in Indonesian University through analysing the lesson design project and conducting semi structure interview to provide the justification of determining of each component in the lesson design. The findings show that pre-service teachers’ lesson plan has been represented the domain of TPACK, but there were some domains that not showing strong representation. Also, this study found that the challenges faced by the pre-service teachers were mostly as the reason of lack teaching experiences

    TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program

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    How does preservice teachers\u27 knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants\u27 technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants\u27 technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK)

    The Effect of Teacher Training Programs on Chemistry Teachers' Readiness to Use ICTs in Teaching: A case study of Vietnamese New In-service Chemistry Teachers

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    Despite the widespread recognition of the TPACK and SAMR models as invaluable frameworks for integrating technology into teaching, Vietnamese teachers exhibit limited awareness and knowledge of these models. The research on teacher training in the country is also inadequate. This study aimed to address these gaps by investigating the levels of knowledge and current usage of technology among new in-service Chemistry teachers in Vietnam, using a TPACK-SAMR lens. The research questions focused on teachers' digital skills, perceptions of their teacher preparation program, and digital readiness for future technology integration. Data collection involved TPACK self-reported surveys, technology use frequency surveys, and individual interviews to gather further insights. The findings revealed that teachers exhibited high confidence in their digital skills, with the lowest confidence in Technological Content Knowledge (TCK). They frequently used technology, primarily at the Substitution and Augmentation levels of the SAMR model. However, the teacher training program needed to be improved, with recommendations for more hands-on exercises, peer collaboration, and a focus on commonly used educational technologies. The study's conclusions emphasize the need for teacher training programs to prioritize the development of TCK, implement effective practices such as work sample analysis and reflection, and encourage peer collaboration and networking opportunities between pre-service and in-service teachers. These findings contribute to the existing knowledge by highlighting areas for improvement in teacher training programs to enhance technology integration in Chemistry teaching

    The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course

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    The steady momentum of emerging technology tools continues to impact the educational environment, generating dramatic changes over the past five years (Spalding, 2016). According to the 2016 National Educational Technology Plan (NETP), educational institutions that prepare educators often fail to give teachers the technology skills required to do their job well. Many teacher preparation programs claimed technology was integrated throughout the courses within the program; however, the comfort level with technology for pre-service teachers entering the teaching field remained low (Moore-Hayes, 2011; Giles & Kent, 2016; NETP, 2016; Niess & Gillow-Wiles, 2016). As members of the educational learning community, teacher preparation programs must remain focused in supporting pre-service teachers as technology integration has become an integral part of the teaching process. This case study focuses on the experiences of two pre-service teachers as they address teaching requirements during their practicum, working to seamlessly integrate technology into their students’ learning experiences. Both teachers participated in the ITEC 3100 stand-alone course at the beginning of their Junior year. The course extended the learning experience beyond basic skill development to include an overview of various technology frameworks. Using both the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2007) and the Levels of Technology Integration (LoTi) Model (Moersch, 2013), the course design focuses on identifying specific tools and strategies that best support pre-service teachers as they develop the necessary skills to integrate technology into the learning environment ultimately enhancing the learning experiences for the students

    Filling the Third Circle with Interdisciplinary Lesson Planning: A Case Study of Pre-Service Teachers

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    The three-circle model of agricultural education focuses on the importance of in-class instruction, supervised agricultural experiences, and FFA involvement. The agricultural communications career pathway is available to students through agricultural communications supervised agricultural experiences (SAE) programs and career development events within FFA. However, specific curriculum that teaches agricultural communications in the classroom is not readily available. The purpose of this qualitative case study was to examine the interdisciplinary lesson planning and integration process of pre-service teachers with focus on opportunities and limitations to teaching communication in the agriculture, food, and natural resources (AFNR) curriculum. In this case study, four pre-service teachers worked with agricultural communications faculty to develop communication curricula and lesson plans to be incorporated into high school AFNR classrooms. These pre-service teachers developed interdisciplinary lessons prior to student teaching and, when appropriate, used these lessons in their classrooms. While current research regarding teaching science in the AFNR curriculum is ongoing, the literature is silent regarding teaching social sciences such as communication in the AFNR curriculum. These pre-service teachers want more opportunities to develop interdisciplinary lessons. They believe teaching communication skills while tying them to the content area can improve student knowledge, retention, and engagement in the learning process while exposing them to the agricultural communications career pathway

    A Framework for Teaching Computational Thinking in Primary Schools: A Namibian Case Study

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    Several professional development programs have been designed to train in-service teachers on a computational thinking (CT) curriculum, but few researchers have examined how these affect primary school teachers\u27 self-efficacy and knowledge of CT in emerging economies. This study\u27s objective was to create a framework for the professional development of primary school in-service teachers for the teaching of CT (referred to as professional development for primary computational thinking - PD4PCT) to be integrated into teachers\u27 professional development programs. An initial framework was refined after implementing it at a Namibian school with a group of 14 teachers from five different disciplines (social studies, English, natural science, mathematics, and Afrikaans). Literature reviews, pre- and post-intervention questionnaires, semi-structured interviews, and self-reporting diaries were used to collect data. The framework was evaluated by experts via an online questionnaire. The findings show that teachers who participated in the professional development program improved their perceived CT knowledge, beliefs, and confidence to teach CT

    Development and Transfer of Technological Pedagogical Content Knowledge (TPACK) of Special Education Teachers

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    This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The dissertation is presented in a non-traditional format including an introduction, three manuscripts submitted for journal publication, and a summary chapter. The purpose of the first study was to analyze development of TPACK of pre-service elementary special education teachers enrolled in a graduate level pedagogy course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The study’s research question was to find out whether the TPACK- based course affects TPACK and basic TPACK domains of pre-service special education teachers’ knowledge: TK – technological knowledge, PK – pedagogical knowledge, and CK – content knowledge. The paired sample t-test indicated significant gains in teachers’ TPACK, however there were no significant changes in PK, TK and CK. The first study raised questions of whether the TPACK basic domains are independent of the TPACK domain. The purpose of the second study was to investigate the question raised in the first study i.e., whether TK, PK, and CK are independent constructs in the TPACK framework and to develop instruments for assessing the basic domains of the TPACK. Exploratory and confirmatory factor analyses suggested that the TPACK construct is independent from TK, PK, and CK. Multiple linear regression showed that TK, PK and CK are not predictors of the TPACK for this population. The purpose of the third study was to analyze TPACK development and a learning trajectory of a single pre-service elementary special education teacher and TPACK transfer from this course to the teaching during the induction to teaching year. It was noted that the graduate pedagogy course played a critical role in developing pre-service teacher’s TPACK. The study suggested several internal (teacher’s attitude towards using technology and preparedness – teacher’s comfort with using technology) and external (access to technology and school support) factors affecting transfer of teacher’s TPACK from her pre-service to in-service teaching experience

    Multiple frameworks for creative instruction: academic content taught through music-infused instruction and integrated arts

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    Thesis (D.M.A.)--Boston UniversityThe purpose of this collective case study was to examine the manner in which teachers delivered content-specific lessons using music as a medium of instruction. All three participants graduated from the Creative Arts and Learning Masters program at Lesley University and received training in their degree programs on the use of music as an instructional tool. Two of the participants had elementary teaching assignments and one taught high school Spanish. All three participants expressed enthusiasm about the use of arts and music-infused techniques in their classrooms and were willing to share both their practical and philosophical approaches to instruction. Participants exhibited their capacity to teach core subject matter by implementing music-infused instructional strategies across an array of different grade levels. Investigating how teachers applied these techniques, examining their philosophical beliefs and practices regarding integration, and exploring how they prepared and implemented these instructional approaches established a clearer understanding of their professional practice. The central research questions were: (a) How do participants make use of music-infused techniques? (b) In what ways, if any, do participants use music-infused techniques? (c) How are the music-infused techniques that participants use aligned with the Techniques of Music-Infused Instruction (TOMI) inventory scale? (d) How does the use of music-infused techniques reflect participants' attitudes and beliefs and the training they received? Data was collected through observation, reflective responses, interviews, and written artifacts to discover how teachers applied instructional styles and techniques reflected in the literature. Patterns of behavior among case study participants revealed practical application of music-infused techniques in their classrooms including subservient techniques, experiential activities, historical, cultural, and thematic approaches to integrated music-infused instruction. The study revealed that TOMI functioned best when taught in a synchronized manner. When teachers focused together on thematic and conceptual ideas that integrated music and art across the curriculum, students developed a deeper understanding of the material through the multiple perspectives they used to explore different academic subjects
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