ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools
Author: Whipp, Joan L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Professional Development,Sociocultural Patterns,Social Theories,Technology Integration,Technology Uses in Education,Teacher Education Curriculum,Social Capital,Social Networks,Professional Development Schools,Learning Theories,Learning Activities,Performance Factors

This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors' experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow's Teachers in Technology (PT[cube]) project. After a review of sociocultural theory and their context, the authors describe three &quot;activity systems&quot; in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included: varied activities aimed at both beginning and advanced technology users, multiple levels of &quot;assisted performance,&quot; and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined. (Contains 1 table.)
From Preservice to Inservice Teaching: A Study of Technology Integration
Author: Wright, Vivian H.
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Teaching,Methods Courses,Teacher Education Programs,Technology Integration,Educational Technology,Case Studies,Beginning Teachers,Transfer of Training,Technology Uses in Education,Use Studies,Teacher Surveys,Pretests Posttests,Teaching Experience,Skill Analysis

This study examines how social studies preservice teachers use pedagogical and technological applications and skills employed during their teacher education program, specifically the methods block. Data were collected from the methods course experience through student teaching and then through case study research with first-year teachers. Results indicate that technology skills and processes learned were transferred through time; however, expectations for teaching with technology and perceived challenges of doing so were complex. Participants in the study were more likely to emulate what "they were taught" than to apply individual creative technology integration plans. Common barriers to using technology in the classroom identified in the literature (Berson, 1996; Whitworth & Berson, 2003; Butler & Sellborn, 2002) were present; however, the researchers believe there is a need to enhance teacher education programs and teacher induction programs to include diverse technology integration experiences, and specifically, creative ideas to address barriers of using technology in the classroom and increasing the ability to think outside the box.
Examining the Role of Technology to Create a Safe Haven for Student Teachers
Author: Fierros, Edward Garcia
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Teaching,Reflective Teaching,Theory Practice Relationship,Teacher Education Curriculum,Culturally Relevant Education,Mentors,Technology Uses in Education,Computer Mediated Communication,Content Analysis,Transcripts (Written Records),Role Perception,Influence of Technology,Communities of Practice,Practicums

This research examines the use of technology to create a relationship between student teachers and preservice teachers as they navigate the union of practice and theory within the two contexts of a teacher education course and student teaching practicum. Technology was used to create a safe haven where students could explore their respective experiences through protected conversations. The study focused on the uses of electronic dialogue among students to strengthen the student educators' abilities and awareness to integrate culturally responsive pedagogy, to practice reflective teaching, and to model professionalism through mentoring. Multiple qualitative data sources were analyzed, resulting in three themes: transformation of identity, collegial relationships, and cultural responsiveness. (Contains 1 table, 1 figure and 2 footnotes.)
Teachers' Perceptions about Usability of a Case Library
Author: Jonassen, David
Date: 2006-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Teaching Methods,Teacher Attitudes,User Satisfaction (Information),Case Studies,Case Method (Teaching Technique),Electronic Libraries,Instructional Design,Questionnaires,Teacher Education Curriculum,Information Technology,Personal Narratives,Computer Software Evaluation

Rather than learning and then applying theory to the solution of problems, learners can be provided with stories about others' experiences while designing classroom instruction. However, the usability of case-libraries has not been documented with teachers. In this study, students accessed a case-library of technology integration stories (http://kite.missouri.edu) while developing a technology integration plan. We compared student use and perceptions with their use of the ERIC clearinghouse, with which they were all familiar. Naturally, teachers varied in their perceptions and uses of the case library. Teachers most liked the authentic nature of the stories as information sources. The most consistent problem was the novelty of the environment. Some teachers also wanted to access the materials described in the stories. Successful integration of case libraries into learning activities will require an orientation to the effective use of cases and the environment itself. (Contains 2 figures.)
From High School to College: How Prepared Are Teacher Candidates for Technology Integration?
Author: Banister, Savilla
Date: 2006-00-00
Type: Journal Articles
Subjects: National Standards,Technology Integration,Educational Technology,Computer Literacy,Minimum Competencies,Prior Learning,Performance Based Assessment,Inquiry,Knowledge Level,College Freshmen,Student Characteristics,Student Experience,Self Efficacy,Preservice Teacher Education

State and national standards continue to prod teacher education programs towards preparing teacher candidates who are capable of integrating computer technologies into their teaching methodologies. However, providing experiences and resources for this type of teacher training necessarily relies on students possessing basics skills in computer use and having K-12 teachers who modeled productive technology integration in the classroom. While some high schools are managing to provide students with these skills and experiences, others are not, leaving teacher education programs to address the diverse levels of technological skills in their teacher candidates. This study presents a description of the categories of computer skill levels represented in a freshman class of teacher candidates and how these candidates characterize their high school experiences with computers. (Contains 2 tables and 1 figure.)
Analyzing Research on Teachers' Electronic Portfolios: What Does It Tell Us about Portfolios and Methods for Studying Them?
Author: Carney, Joanne
Date: 2006-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Educational Technology,Surveys,Elementary School Teachers,Teacher Education,Teacher Education Programs,Mentors,Professional Development,Elementary Secondary Education,Reliability,Validity,Evaluation,Elementary School Science,Science Teachers,Preservice Teachers,Interviews,Formative Evaluation,Summative Evaluation,Elementary School Students

This survey paper uses a framework derived from Herman and Winters (1994) to analyze seven selected research studies for evidence of electronic portfolios' technical quality, implementation effects, fairness, feasibility, and tool effects. Analysis sought to determine what methodologies and instruments for data collection yielded useful information about electronic portfolios, and what the findings and methods suggest about directions for future e-portfolio research. The author's recommendations are placed in the context of an educational technology research agenda proposed by leaders in the field.
Costs and Benefits of Electronic Portfolios in Teacher Education: Student Voices
Author: Wetzel, Keith
Date: 2006-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Program Implementation,Cost Effectiveness,Program Effectiveness,Electronic Publishing,Student Teacher Attitudes,Participant Satisfaction,Teacher Education Programs,Student Experience,Teaching Methods,Barriers,Performance Factors,Interviews,Technology Integration,Computer Uses in Education

This descriptive study investigated the benefits and costs of using electronic portfolios (EPs) in preservice teacher education by examining the voices of students in six programs thought to be mature in their implementation. Benefits included opportunities to reflect, better access to and organization of professional documents, increased technology skills, and better understanding of teaching standards. The costs or disadvantages included issues of program implementation, access to and reliability of the technology, and the amount of time and effort expended. The authors conclude that understanding student perceptions of their experiences can lead to improved practices and policies with regard to EPs and should be considered in future research.
Individual Effects of a Web-Based Accountability System in a Teacher Education Program
Author: Ma, Xueguang
Date: 2006-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Portfolios (Background Materials),Student Evaluation,Performance Based Assessment,Program Effectiveness,Teacher Certification,Accountability,Student Teacher Attitudes,Questionnaires,Pretests Posttests,Portfolio Assessment,Computer Assisted Testing,Teacher Education Programs,Computer Uses in Education

This paper describes the results of teacher education candidates' use of a Web-based assessment system including electronic portfolios. A teacher education program adopted a novel Web-based Accountability Model for assessment and learning. The Web-based Education Accountability System (EAS) was based on the Web-based Accountability Model, and consisted of an electronic portfolio sub-system, an online performance assessment sub-system, and an Accountability Center sub-system. The objective of this study was to experimentally test teacher candidates' views towards using the system. The experiment also examined the effect of the EAS on candidates' cognitive learning. Thirty-one preservice teacher candidates enrolled in teacher certification programs participated in this study in Spring 2002. Questionnaires were presented to candidates as pre- and posttests. Content analysis was employed to qualitatively analyze the electronic portfolio to examine the development of cognitive skills. The content analysis and questionnaire results showed that preservice teachers (1) thought the EAS positively facilitated learning to teach and helped them meet teacher standards over time, and (2) became more engaged in reflective and cognitive activities by using the electronic portfolio over time. (Contains 6 tables and 5 figures.)
How Different Video Club Designs Support Teachers in "Learning to Notice"
Author: van Es, Elizabeth A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Clubs,Professional Development,Interviews,Teachers,Video Technology,Teacher Education,Preservice Teacher Education,Teacher Education Programs,Mathematics Education,Mathematics Instruction,Elementary School Teachers,Evaluation,Grade 4,Grade 5,Grade 1

Video is currently a key element of numerous professional development programs, yet relatively little is known about how video fosters changes in teachers' thinking. This study examines how a particular type of video-based professional development, namely video clubs, supports teacher development. Video clubs are professional development environments in which groups of teachers come together to view and discuss videos of one another's teaching. In this paper, we study how two different video club designs support teachers in "learning to notice" classroom interactions in new ways. Data for this study include a pre- and post-interview conducted with each participating teacher from the two video clubs. Analysis reveals that, for one group, the scope of their comments became focused on a particular issue, interpreting the mathematical ideas expressed by students in the video excerpts. In contrast, the second group developed a range of perspectives for discussing the video segments. We argue that the different designs of the video clubs influenced the ways in which the two groups of teachers "learned to notice." (Contains 6 tables and 8 footnotes.)
Using Digital Video for Professional Development in Urban Schools: A Preservice Teacher's Experience with Reflection
Author: Calandra, Brendan
Date: 2006-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Schools,Beginning Teachers,Professional Development,Educational Technology,Teaching Experience,Protocol Materials,Microteaching,Reflection,Video Technology,Student Teaching,Practicum Supervision,Educational Practices,Technology Uses in Education

This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher's work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices. (Contains 2 tables.)
Perceptions of Beginning Teacher Education Students regarding Educational Technology
Author: Friedman, Adam
Date: 2006-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Education Programs,Student Teacher Attitudes,Elementary Secondary Education,Educational Technology,Attitude Measures,Computer Uses in Education,Pedagogical Content Knowledge,Student Teachers,Computer Attitudes,Technology Integration

This study sought to identify the attitudes and perceptions of students in an introductory educational technology course situated within a teacher education program. Data were collected in the form of anonymous feedback throughout the semester. Findings included: students tended to enter the course with either a good deal of technology knowledge or with apprehension about using technology; students' thinking evolved from conceiving of technology in a generic classroom to a classroom in which they were the teacher; the majority of students had not experienced effective uses of technology in their previous courses; technologies incorporated into the course needed to be reflective of what was available in K-12 schools; and by the end of the semester, students demonstrated technical skills, pedagogical content knowledge, and significant motivation to integrate technology into their classroom.
The Blended Course Delivery Method: The Not-So-Distant Education
Author: Dukes, Lyman L., III
Date: 2006-00-00
Type: Journal Articles
Subjects: Distance Education,Faculty Development,Blended Learning,Teaching Methods,Computer Uses in Education,Internet,College Faculty,Benchmarking,Online Courses,Curriculum Development,Planning,Group Instruction,Teacher Student Relationship,Interpersonal Communication,Feedback (Response),Computer Mediated Communication,Student Evaluation,Computer Literacy,Scoring Rubrics,Scaffolding (Teaching Technique),Student Participation,Conventional Instruction,Educational Technology

Current evidence indicates that the blended course delivery method can reduce costs, improve student academic performance, and improve instructor success in meeting course learning objectives when compared to face-to-face instruction. The present examination of best practices employed the Institute for Higher Education Policy (IHEP) (2000) quality benchmarks for Internet-based instruction as a framework for organizing 19 suggestions for designing and delivering blended courses. Results indicated that our specific faculty development experiences mirrored the more general IHEP framework. (Contains 1 table.)
A Comparison of Teacher Education Faculty and Preservice Teacher Technology Competence
Author: Carroll, James B.
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Knowledge Level,Educational Technology,Liberal Arts,Student Teacher Attitudes,Teacher Attitudes,Teacher Educators,Skill Analysis,Technological Literacy,Teacher Competency Testing,Technology Integration,Familiarity,Teacher Surveys,Technology Uses in Education,Comparative Analysis

Technology skills and attitudes were compared between 51 school of education faculty members and 378 student teachers in teacher education programs in six Northwest liberal arts colleges. Few significant differences were found between the groups. In general, faculty members had higher levels of knowledge of a greater number of technology-based tools but students reported higher levels of skill with online communication tools and graphing calculators. Evidence did not appear that suggests student teachers believe themselves to be more technology competent or know more about educational technology than school of education faculty members. (Contains 3 tables.)
Teacher-Created, Teacher-Centered Weblogs: Perceptions and Practices
Author: Ray, Beverly B.
Date: 2006-00-00
Type: Journal Articles
Subjects: Web Sites,Qualitative Research,Electronic Publishing,Elementary Secondary Education,Interpersonal Relationship,Interaction,Content Analysis,Reflective Teaching,Ethics,Inservice Education,Interviews,Teachers,Teacher Attitudes,Electronic Journals,Teacher Education,Educational Technology

This paper describes the findings of a qualitative research study examining the perceptions and practices of inservice teachers who blog. Open-ended interviews and electronic dialogues were conducted with 16 K-12 bloggers to identify emergent themes. A content analysis of each participant's Weblogs was conducted to confirm these findings. Findings suggest that when used by teachers, Weblogs can promote 1) reflective practice, and 2) collaboration and social interaction among users. Ethical issues related to the use of Weblogs are discussed as well. Reporting of this data may assist in forming a deeper understanding of the perceptions and practices related to teacher created, teacher centered Weblogs. (Contains 1 table.)
Methods for Evaluating Online, Resource-Based Learning Environments for Teachers
Author: Greenhow, Christine
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Technology Integration,Adult Learning,Educational Technology,Teaching Methods,Evaluation Methods,Online Courses,Computer Uses in Education,Adult Education,Web Sites,Educational Resources,Check Lists,Educational Environment,Formative Evaluation,Protocol Analysis

Online delivery methods offer much promise for anytime, anywhere adult learning. As a method of outreach, and to provide support for just-in-time learning, teacher educators are increasingly deciding to design Web sites that are online, resource-based learning environments for teachers and preservice teachers. Automated evaluation tools and data collection methods can help such Web site designers develop and use online, resource-based learning environments to meet their goals of providing high quality learning opportunities for teachers. This article presents a three-pronged approach for evaluating issues of pedagogical design and user-centered functionality in online, resource-based Web sites. Checklist, Web site traffic analysis, and talk aloud protocols are each described and then illustrated through their application to a site aimed at educating teachers about technology integration. We discuss the relevance for developing effective learning environments when teacher educators apply this evaluation approach to resource-based learning environments. (Contains 1 table and 3 footnotes.)
Promoting Reflection among Science Student Teachers Using a Web-Based Video Analysis Tool
Author: Bryan, Lynn A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Reflective Teaching,Science Education,Science Instruction,Science Teachers,Web Based Instruction,Video Technology,Teacher Education,Teaching Methods,Higher Education,Evaluation,Elementary School Teachers

Recent efforts to design teacher education experiences using reflection as a philosophical orientation (Abell &amp; Bryan, 1997) have shown that such experiences are influencing the way that teachers think about their practice, specifically teachers' personal beliefs about teaching and learning. In this paper, we introduce the design and implementation of a video analysis tool that we are using to promote self-reflection and collaborative reflection in capstone courses for student teachers. Our use of this video analysis tool, VAT (http://VAT.uga.edu/), is based on a theoretically grounded rationale that draws on the parallels between conceptual change teaching (Strike &amp; Posner, 1992) and coaching reflective practice. The description of our VAT implementation in student teaching courses is organized according to the three elements of the parallels between conceptual change learning and reflection in teacher development. In addition, we discuss the central role and necessity of student teachers working through tensions in thinking in the processes of learning to teach and refining one's practices. (Contains 2 tables and 4 figures.)
Voices in Videoconferencing: Technology Integration in Teacher Education Courses
Author: O'Connor, Katherine A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Education Courses,Middle Schools,Technology Integration,Educational Technology,Teleconferencing,Faculty,Elementary Schools,Team Teaching,Language Arts,Middle School Students,Evaluation,Higher Education,Teacher Educators,Teaching Methods,Teacher Education

This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings. Three projects are described. The first project involved &quot;teleobservation&quot; whereby professors co-taught with K-6 classroom teachers while preservice teachers observed. The second project focused on a middle-grades English Language Arts professor whose preservice teachers observed middle school students in real time. In the third project, a university professor served as a live audience for an elementary Reader's Theatre performance. The lessons learned through the evaluation of these three projects are discussed.
Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success
Author: Ertmer, Peggy A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Constructivism (Learning),Technology Integration,Internet,Self Efficacy,Beliefs,Professional Development,Inservice Education,Preservice Teacher Education,Preservice Teachers,Surveys

Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we explored teachers' perceptions of the relative value of both intrinsic and extrinsic factors that were perceived to play key roles in their success. (Contains 2 tables.)