This article discusses a study that provided teacher candidates opportunities to see technology modeled by university faculty and to use technology in their course assignments. The study found that this increased the teacher candidates' confidence in integrating technology into teaching. Specifically:
1) Teacher candidates observed faculty modeling technologies like WebCT, PowerPoint, and digital cameras. They then used these technologies in assignments.
2) A survey found that seeing technologies modeled and using them increased teacher candidates' confidence in integrating technologies for tasks like providing class notes, communicating, and enhancing instruction.
3) The modeling and assignments gave teacher candidates hands-on experience using technologies for tasks they would do as teachers, like finding online resources and designing lesson plans.
This symposium discusses strategies for developing teachers' TPACK (Technological Pedagogical Content Knowledge) through professional development programs. Four contributions will be presented that use design-based approaches to prepare pre-service teachers in various countries to integrate technology. The first discusses a program in Kuwait using design teams, the second a US master's program, the third design teams for math teachers in Ghana, and the fourth the development of a TPACK assessment instrument. The goal is to identify characteristics of effective professional development for technology integration.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
This document presents a model called SMART (Sustainable Model for Assimilating Research and Teaching) that was developed to integrate current machine learning research topics into the undergraduate curriculum at the University of Central Florida. The model involves faculty co-teaching courses on machine learning research topics and then having students participate in hands-on research projects advised by the faculty. Over 15 undergraduates per year are exposed to research through this approach. The model has continued operating after initial funding ended, demonstrating its sustainability.
Whos Talking, Listening, and Learning NowVideoguy
The document discusses a project at Purdue University that explored using video conferencing to link teacher education programs with K-12 schools. Faculty and students from both universities and K-12 schools provided feedback on the benefits and limitations of this approach. It allowed pre-service teachers to observe diverse classrooms and students they otherwise would not have access to. However, participants also noted limitations like technical issues and inability to experience all aspects of being in the classroom. Overall, the results suggested this approach could be useful for augmenting traditional field experiences in teacher preparation programs.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
This symposium discusses strategies for developing teachers' TPACK (Technological Pedagogical Content Knowledge) through professional development programs. Four contributions will be presented that use design-based approaches to prepare pre-service teachers in various countries to integrate technology. The first discusses a program in Kuwait using design teams, the second a US master's program, the third design teams for math teachers in Ghana, and the fourth the development of a TPACK assessment instrument. The goal is to identify characteristics of effective professional development for technology integration.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
This document presents a model called SMART (Sustainable Model for Assimilating Research and Teaching) that was developed to integrate current machine learning research topics into the undergraduate curriculum at the University of Central Florida. The model involves faculty co-teaching courses on machine learning research topics and then having students participate in hands-on research projects advised by the faculty. Over 15 undergraduates per year are exposed to research through this approach. The model has continued operating after initial funding ended, demonstrating its sustainability.
Whos Talking, Listening, and Learning NowVideoguy
The document discusses a project at Purdue University that explored using video conferencing to link teacher education programs with K-12 schools. Faculty and students from both universities and K-12 schools provided feedback on the benefits and limitations of this approach. It allowed pre-service teachers to observe diverse classrooms and students they otherwise would not have access to. However, participants also noted limitations like technical issues and inability to experience all aspects of being in the classroom. Overall, the results suggested this approach could be useful for augmenting traditional field experiences in teacher preparation programs.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
This document summarizes 10 qualitative research articles related to teaching and learning in technical and vocational education. It provides brief summaries of each article's topic and findings. The articles cover a range of issues including mobile learning, integrating technology, interactive whiteboards, e-learning impacts, and staff perceptions of online teaching challenges. Research methods discussed include interviews, surveys, and qualitative data analysis software.
AN EXPLORATION OF THE RELATIONSHIP BETWEEN MODERN FOREIGN LANGUAGE (MFL) TEAC...IJITE
- A study was conducted with 33 MFL teachers in the UK to understand their relationship with CALL and digital technologies for language teaching. Teachers completed a questionnaire about CALL.
- Results showed that while teachers saw value in CALL, there was a gap between expectations of CALL use and actual practice. Most teachers were daily users of CALL and saw it as important, but faced barriers to implementation.
- Teachers generally had positive views of CALL, seeing it as important and not too difficult to use. However, comments also described challenges like lack of equipment and support. Overall the study provided initial insight into how MFL teachers engage with CALL.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
Book: Accessibility and Efficiency of Developed Online Learning SystemBryan Guibijar
The paper examined the accessibility and efficiency of an online learning system developed at Surigao del Sur State University-Main Campus. Data was collected from a pre-assessment survey and interviews with non-computer program students, which was analyzed using weighted mean to determine the system's accessibility and efficiency. The results showed that users found the system accessible for accessing information online, posting messages, and attending synchronous discussions. However, uploading files received a lower rating and could be improved. Overall, the developed system was found to be important for maintaining teaching and learning through online interaction and enhancing the learning process, especially for students who need to stay engaged.
The document summarizes a book review of "Integrating Technology for Meaningful Learning" by Mark Grabe and Cindy Grabe. The book aims to help teachers integrate educational technology into their classrooms. It presents different roles technology can play, provides examples, and suggests applications. The book is divided into three parts that cover introducing technology, specific software and tools, and responsible use of technology. While some information may be outdated, the book remains a valuable resource for educators on using technology and designing meaningful learning experiences.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This document is a dissertation presented by Samuel Coleman to the faculty of the Shirley M. Hufstedler School of Education at Alliant International University in partial fulfillment of the requirements for a Doctor of Education degree. The dissertation examines factors that contribute to a teacher's decision to use free and open-source software in the classroom. It provides a literature review on change theory, diffusion of innovation theory, and the adoption process as they relate to a teacher's choice to use FOSS or proprietary software. The study uses a quasi-experimental research design and independent t-tests to analyze differences between teachers who use FOSS, proprietary software, and no software.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Unitalks, A Blended Learnign Platform for University Specific Foreign Languag...Farid Mokhtar Noriega
The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach
aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
Metaschool.cz - Towards Teacher Competencies with Web 2.0NaturNetPlus
The document describes the Metaschool project which aims to improve teacher training on organizing, sharing, and reusing digital learning resources through online repositories. It discusses the project's objectives to develop a training framework and strategies for teachers to tag resources and create personal portfolios. The methodology section outlines the four steps taken in Czech pilot workshops: building scenarios, vision building, testing scenarios, and collecting user requirements. Key technologies used were the Uniform Resource Management system, GeoHosting, and GeoGame software. Initial testing results found spatial games and student content creation were well adopted. The conclusion calls for wider international school cooperation to increase the potential of new technologies.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
This document provides an overview and structure of a presentation on research conducted on integrating information and communication technology (ICT) into Ghana's basic school system. The presentation contains four main sections: 1) an introduction outlining the bases and context of the research studies, 2) research activities and outcomes including the methodology and findings of three publications, 3) a discussion section, and 4) references. The research examined factors influencing digital disparities between schools such as the role of teachers' digital literacy. Overall, the presentation aimed to explore challenges and opportunities regarding ICT integration in Ghanaian education from multiple studies and perspectives.
This document describes a framework called the Test Usefulness Feedback Framework (TUFF) that was developed to evaluate testing procedures in web-based language learning programs. The framework assesses construct validity, reliability, authenticity, and impact. The document reviews literature on computer-assisted language learning and web-based learning. It then presents a case study applying TUFF to evaluate the testing protocol of one web-based language learning company. The evaluation found the company's tests had little validity relative to its stated objectives and tended towards informal assessment that reduced the role of teachers. While informing the analysis, TUFF was still difficult to apply due to complexity.
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Accessibility and effeciency of developed online learning systemBryan Guibijar
The document summarizes a study that examined the accessibility and efficiency of an Online Learning System (OLS) developed at Surigao del Sur State University-Main Campus in the Philippines. A survey and interviews were conducted with 56 non-computer science students to assess the system's accessibility and ease of use. Results found that the system allowed users to easily access information, post messages, and participate in synchronous discussions online. While uploading files received lower ratings, the system was still seen as important for maintaining teaching and learning through online interaction and engagement of students.
Student Attendance and Instructional Program - Dr. William A. KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis, School Law, Curriculum Legal Issues, Curriculum and Law, Extra Curricular Activites, Copyrights, Attendance, Discrimination, Due Process
1) The stalking of professors by students can create difficulties for both faculty and administration, especially in the closed environment of a college campus where relationships are more likely to develop.
2) Cases of student stalking of professors are often underestimated and underreported, as professors may dismiss problematic behaviors as harmless crushes or be reluctant to draw attention to the stalker.
3) Certain attributes of the college environment, such as students' limited life experience and desire for independence, can contribute to poorly adjusted students developing inappropriate fixations or obsessions with professors.
The document discusses journals from the National Forum. In 3 sentences or less, it provides high-level information about the topic but does not include specific details or quotes from the document.
This document summarizes 10 qualitative research articles related to teaching and learning in technical and vocational education. It provides brief summaries of each article's topic and findings. The articles cover a range of issues including mobile learning, integrating technology, interactive whiteboards, e-learning impacts, and staff perceptions of online teaching challenges. Research methods discussed include interviews, surveys, and qualitative data analysis software.
AN EXPLORATION OF THE RELATIONSHIP BETWEEN MODERN FOREIGN LANGUAGE (MFL) TEAC...IJITE
- A study was conducted with 33 MFL teachers in the UK to understand their relationship with CALL and digital technologies for language teaching. Teachers completed a questionnaire about CALL.
- Results showed that while teachers saw value in CALL, there was a gap between expectations of CALL use and actual practice. Most teachers were daily users of CALL and saw it as important, but faced barriers to implementation.
- Teachers generally had positive views of CALL, seeing it as important and not too difficult to use. However, comments also described challenges like lack of equipment and support. Overall the study provided initial insight into how MFL teachers engage with CALL.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
Book: Accessibility and Efficiency of Developed Online Learning SystemBryan Guibijar
The paper examined the accessibility and efficiency of an online learning system developed at Surigao del Sur State University-Main Campus. Data was collected from a pre-assessment survey and interviews with non-computer program students, which was analyzed using weighted mean to determine the system's accessibility and efficiency. The results showed that users found the system accessible for accessing information online, posting messages, and attending synchronous discussions. However, uploading files received a lower rating and could be improved. Overall, the developed system was found to be important for maintaining teaching and learning through online interaction and enhancing the learning process, especially for students who need to stay engaged.
The document summarizes a book review of "Integrating Technology for Meaningful Learning" by Mark Grabe and Cindy Grabe. The book aims to help teachers integrate educational technology into their classrooms. It presents different roles technology can play, provides examples, and suggests applications. The book is divided into three parts that cover introducing technology, specific software and tools, and responsible use of technology. While some information may be outdated, the book remains a valuable resource for educators on using technology and designing meaningful learning experiences.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This document is a dissertation presented by Samuel Coleman to the faculty of the Shirley M. Hufstedler School of Education at Alliant International University in partial fulfillment of the requirements for a Doctor of Education degree. The dissertation examines factors that contribute to a teacher's decision to use free and open-source software in the classroom. It provides a literature review on change theory, diffusion of innovation theory, and the adoption process as they relate to a teacher's choice to use FOSS or proprietary software. The study uses a quasi-experimental research design and independent t-tests to analyze differences between teachers who use FOSS, proprietary software, and no software.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Unitalks, A Blended Learnign Platform for University Specific Foreign Languag...Farid Mokhtar Noriega
The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach
aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
Metaschool.cz - Towards Teacher Competencies with Web 2.0NaturNetPlus
The document describes the Metaschool project which aims to improve teacher training on organizing, sharing, and reusing digital learning resources through online repositories. It discusses the project's objectives to develop a training framework and strategies for teachers to tag resources and create personal portfolios. The methodology section outlines the four steps taken in Czech pilot workshops: building scenarios, vision building, testing scenarios, and collecting user requirements. Key technologies used were the Uniform Resource Management system, GeoHosting, and GeoGame software. Initial testing results found spatial games and student content creation were well adopted. The conclusion calls for wider international school cooperation to increase the potential of new technologies.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
This document provides an overview and structure of a presentation on research conducted on integrating information and communication technology (ICT) into Ghana's basic school system. The presentation contains four main sections: 1) an introduction outlining the bases and context of the research studies, 2) research activities and outcomes including the methodology and findings of three publications, 3) a discussion section, and 4) references. The research examined factors influencing digital disparities between schools such as the role of teachers' digital literacy. Overall, the presentation aimed to explore challenges and opportunities regarding ICT integration in Ghanaian education from multiple studies and perspectives.
This document describes a framework called the Test Usefulness Feedback Framework (TUFF) that was developed to evaluate testing procedures in web-based language learning programs. The framework assesses construct validity, reliability, authenticity, and impact. The document reviews literature on computer-assisted language learning and web-based learning. It then presents a case study applying TUFF to evaluate the testing protocol of one web-based language learning company. The evaluation found the company's tests had little validity relative to its stated objectives and tended towards informal assessment that reduced the role of teachers. While informing the analysis, TUFF was still difficult to apply due to complexity.
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Accessibility and effeciency of developed online learning systemBryan Guibijar
The document summarizes a study that examined the accessibility and efficiency of an Online Learning System (OLS) developed at Surigao del Sur State University-Main Campus in the Philippines. A survey and interviews were conducted with 56 non-computer science students to assess the system's accessibility and ease of use. Results found that the system allowed users to easily access information, post messages, and participate in synchronous discussions online. While uploading files received lower ratings, the system was still seen as important for maintaining teaching and learning through online interaction and engagement of students.
Student Attendance and Instructional Program - Dr. William A. KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis, School Law, Curriculum Legal Issues, Curriculum and Law, Extra Curricular Activites, Copyrights, Attendance, Discrimination, Due Process
1) The stalking of professors by students can create difficulties for both faculty and administration, especially in the closed environment of a college campus where relationships are more likely to develop.
2) Cases of student stalking of professors are often underestimated and underreported, as professors may dismiss problematic behaviors as harmless crushes or be reluctant to draw attention to the stalker.
3) Certain attributes of the college environment, such as students' limited life experience and desire for independence, can contribute to poorly adjusted students developing inappropriate fixations or obsessions with professors.
The document discusses journals from the National Forum. In 3 sentences or less, it provides high-level information about the topic but does not include specific details or quotes from the document.
Grace Thomas Nickerson, PhD Dissertation Proposal Defense, Dr. William Allan ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Grace Thomas Nickerson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The document summarizes the 1968 Supreme Court case Green v. County School Board of New Kent County. It discusses how New Kent County in Virginia had maintained a segregated school system with one all-white school and one all-black school, despite the Brown v. Board of Education ruling. To comply with desegregation orders, the school board implemented a "freedom of choice" plan that allowed students to choose which school to attend each year. However, no white students chose to attend the black school. The Supreme Court ruled that the freedom of choice plan was not effective at transitioning to a desegregated, non-racial school system and placed the burden of desegregation on the school board.
Dr. LaVelle Hendricks - NATIONAL FORUM JOURNALS - www.nationalforum.comWilliam Kritsonis
The article discusses male sexual addiction, examining its signs and symptoms, potential causes, and treatment options. Sexual addiction exhibits characteristics similar to drug and alcohol addictions, such as an inability to stop behaviors despite negative consequences. While some claim to be addicted to sex, it has been slow to be recognized as an official diagnosis. However, the APA is considering including it in future versions of the DSM. Effective treatment requires admitting there is a problem and typically involves medication, counseling, and education on developing healthy sexuality.
Syllabus template edul8003 (p03) dissertation, fall 2011William Kritsonis
This document provides information about an Educational Leadership doctoral dissertation course (EDUL 8003) at Prairie View A&M University. The course goals are for students to design, execute, and report on an original research study contributing to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, get approval, conduct research, and report findings. The course objectives align with ELCC accreditation standards focusing on developing students as problem solvers through understanding leadership and diversity. Student work will be submitted electronically and evaluated on a pass/fail basis upon successful dissertation defense.
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...William Kritsonis
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - www.natonalforum.com - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
Banning Cells Phones by Dr. Clarence Johnson and Dr. William Allan KritsonisWilliam Kritsonis
Clarence Johnson, PhD &* William Allan Kritsonis, PhD
Banning Cell Phones on Public School Campuses in American by Clarence Johnson, PhD &* William Allan Kritsonis, PhD
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Barbara A. Thompson & Dr. W.A. Kritsonis, employment lawWilliam Kritsonis
This document discusses the constitutional concept of due process as it applies to public school employment in Texas. It explains that public employees are entitled to due process protections under the 14th Amendment if they have a property right in continued employment. It outlines the different types of employment contracts in Texas public schools - including at-will, probationary, term, and continuing contracts - and the due process rights afforded to employees under each type. It also discusses the hiring and firing process for public school personnel and the role of the State Board for Educator Certification.
Lunenburg, fred c reducing school violence v1 n1 2010William Kritsonis
This article discusses ways to reduce school violence and classroom disruptions by creating an orderly learning environment. It recommends that schools (1) establish and emphasize academic and behavioral goals, and (2) develop and consistently enforce rules and procedures. Specific strategies include implementing dress codes, managing behavior with clear discipline standards, using caution with student searches, quickly removing graffiti, banning disruptive items like beepers, and improving school design and supervision. The article concludes that prioritizing goals and rules creates a safe, productive learning environment.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
F R E E D O M O F E X P R E S S I O N E M P L O Y E E S P P T]William Kritsonis
The document discusses the free speech rights of teachers based on several Supreme Court rulings. It outlines that while the First Amendment protects free speech, teachers' speech rights in the workplace are more limited compared to private citizens. The Pickering v. Board of Education ruling established that teacher speech is protected if it involves matters of public concern, but schools can still regulate teacher speech that interferes with operations. Later rulings like Connick v. Myers developed a three-part test for determining if teacher speech is protected, balancing the public interest versus the school's interest in efficient operations.
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This document provides an analysis of postmodernism's pros and cons in educational leadership. It summarizes Fenwick English's book on the postmodern challenge to educational administration. The summary identifies several key pros of postmodernism, including the existence of multiple truths, the role of both logic and intuition, the ability to modify understandings over time, allowing choice, and recognizing human diversity. It also outlines cons, such as the idea that there is one right way, the concept of best practices, exclusivity, and closed doctrines. Overall, the document examines postmodernism's critique of modernist educational theories and standards.
Lunenburg, fred c[1]. the demise of bureaucracy schooling v1 n1, 2010.docxWilliam Kritsonis
The article discusses how bureaucracy is an outdated model for school organization and no longer suits the needs of today's diverse, information-driven society. It outlines some of the key dysfunctions of bureaucracy, including specialization, overreliance on rules, emphasis on hierarchy, and impersonality. The article then examines emerging alternative models that are more flexible, people-oriented, and focused on collaboration, such as system 4 design, school-based management, transformational leadership, and professional learning communities. It argues school administrators need to shift away from simple supervision and move towards directly contributing to school goals by guiding teachers in new organizational structures.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
1) The document analyzes technology utilization in teaching physical education curriculum based on a survey of 250 students and faculty in PE colleges in Vidarbha, India.
2) The survey results were shocking and adverse, finding that only a small percentage of students are taught to use latest technologies, are aware of technologies before admission, and are proficient in using technologies.
3) Faculty members also reported low levels of using technologies in the curriculum, being trained to use technologies, and making optimal use of computer laboratories.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge.
2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK.
3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
This document discusses the development of a computer-assisted instruction (CAI) model for vocational high schools. It begins by outlining challenges in modern learning related to changing perceptions of learning and advances in information technology. The document then reviews relevant learning theories that can support CAI development, including behaviorism, cognitivism, constructivism, and Vygotsky's zone of proximal development. It also discusses different CAI models and approaches to developing instructional media. The goal of the study is to systematically develop a valid, practical and consistent CAI model for vocational high schools that integrates multiple teaching methods and constructivist learning theory.
COVERPAGE & ABSTRACT INFORMATIONTitleDo University Faculty.docxvanesaburnand
This study investigated technology use by university faculty and students in an education program to determine if faculty model technology integration and if students employ technology in courses. A survey found that while some faculty incorporate certain technologies like software and the internet, overall faculty do not model most technology types. There was also a discrepancy between the technology integration faculty modeled and what was expected of students. University faculty modeled substantially less technology use than students were expected to demonstrate.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
The document presents a framework for evaluating the use of information and communication technology (ICT) in teacher education. It identifies four themes - context and culture, leadership and vision, lifelong learning, and planning and management of change - that should guide ICT integration. It also outlines four core competencies for teachers: pedagogy, collaboration and networking, social issues, and technical issues. The framework was designed to help institutions plan and implement effective ICT use across their teacher education programs by considering relevant factors. The goal is to prepare teachers to incorporate technology in their own teaching and lifelong learning.
Technology Integration Through Teacher Training - Action Research ProposalMarc Stephens
1. The document describes a technology integration program for teachers at a suburban high school that received federal funding. It involved providing laptops, interactive whiteboards, classroom computers, and technology support staff.
2. A needs assessment found that many teachers did not fully integrate technology or use it in sophisticated ways. The goal was to have teachers meaningfully integrate technology to enhance learning.
3. The program used a three-pronged approach: the DETAILS framework to assess teachers' technology skills, the IMPACT model for technology training and support, and the NTeQ model for hands-on technology instruction integrated with subject matter. It involved summer training and ongoing weekly sessions throughout the year.
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Developing tpack of pre service and in-service teachers through collaborative...Ayoub Kafyulilo
(1) A study examined the development of technology integration knowledge and skills of pre-service and in-service teachers in Tanzania through collaborative design in teams. (2) The professional development arrangement improved teachers' technology integration knowledge and skills but did not necessarily lead to continuous technology use. (3) Support, accessibility to technology, ease of use, and management buy-in were also found to impact long-term technology integration.
The document compares data from two previous studies: one on pre-service teachers' technology competence, confidence, and use during student teaching, and one on faculty perceptions of technology integration in their courses. While pre-service teachers received high grades in technology courses, their confidence in integrating technology was low. Student teaching portfolios also showed a lack of technology integration, despite self-reported planning. Faculty interviews revealed that while they saw value in technology, they did not consistently model integration or provide opportunities for students to practice it. This suggests a disconnect between faculty beliefs and actions that may explain students' lack of confidence and integration during student teaching.
Zpd incidence development strategy for demand of ic ts in higher educationTariq Ghayyur
This document discusses a study analyzing ICT-based teaching and learning issues at Pakistani higher education institutions and devising a strategy to address these issues. The study used a Delphi method involving a panel of experts to identify key issues and propose solutions. It identified several areas with significant "ZPD gaps", which refer to the difference between current and potential future use of ICT. These included using ICT for lesson planning, grading, research, and group activities. The panel then proposed a "ZPD incidence development strategy" recommending steps institutions should take to better integrate ICT, such as providing training and support to increase faculty and staff ability to utilize various ICT tools. The goal is to improve educational experiences through strategic and effective
This document discusses a project to implement new technologies like document cameras and projectors at Monte Gardens Elementary School in Concord, California. It notes that while the technologies were provided, teachers lacked training on how to effectively integrate them into lessons. The project aims to create a reference manual and provide workshops to educate teachers on best practices for using the technologies. The goals are for teachers to feel comfortable using the tools and incorporate them appropriately into student-centered, standards-aligned lessons.
The document discusses the development of an interactive whiteboard (IWB) handbook to support teachers in incorporating IWBs into their classrooms. The handbook provides strategies and ready-to-use lesson examples for using IWBs in K-12 classrooms in a more student-centered way. It aims to help teachers combine their content knowledge with IWB technology by addressing common issues teachers face when learning new technologies. The handbook features IWB lessons and activities specific to language arts content areas.
Similar to Pope, margaret teacher candidates and technology (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Constructing Your Course Container for Effective Communication
Pope, margaret teacher candidates and technology
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 21, NUMBER 3, 2008
Teacher Candidates and Technology:
Making Integration Happen
Margaret Pope, PhD Teresa Jayroe, PhD
Coordinator Director
Elementary/Middle Level Methods Block Office of Clinical/Field-Based Instruction
Mississippi State University Mississippi State University
Starkville, Mississippi Starkville, Mississippi
Dana Pomykal Franz, PhD Burnette Hamil, PhD
Assistant Professor Associate Professor
Mississippi State University Mississippi State University
Starkville, Mississippi Starkville, Mississippi
ABSTRACT
The integration of technology into the education courses of teacher candidates must
be a priority for teacher education programs in order to ensure that these future
educators will be ready to meet the demands of our technological world. Teacher
candidates were given opportunities to see technology modeled and were given
opportunities to use it in their practices with elementary students. The modeling and
using of the technology increased the teacher candidates' confidence in integrating it
into their classroom teaching methods. Participating in the various technology
activities, enabled the teacher candidates to have a better understanding of the
importance of how the modeling and the use of technology in the areas of teacher
productivity, gathering information, communicating with others, and enhancing the
mode of instruction can increase the integration of technology throughout all
aspects of the educational experience.
Introduction
Many new teachers enter the profession with basic technology skills; however,
few are prepared to implement technology with integrated lessons in the classroom. It is
imperative that teacher education programs provide opportunities for teacher candidates
to see technology modeled by university faculty and offer instruction on ways to integrate
the technology into the instructional methods.
This study discusses the results of technology training sessions provided for a
faculty member who had an interest in using technology in teaching practices. Faculty
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members across disciplines were given the opportunity to learn about new programs that
would assist them in integrating technology into their courses through workshops offered
by the university. The technology workshops featured the use of WebCT, which is
supported for course management by the university, technology programs, which
included presentation software and test generating programs, Internet search engine use
for integration of course assignments, and differing hardware use including scanners and
digital/video cameras. A proactive stance in implementing technology into the education
courses was achieved by offering teacher candidates an opportunity to observe the
modeling of its uses and requiring them to use the technology and software in completing
course assignments.
Purpose of Article
The purpose of the article was to discuss the results of a study that focused on the
integration of technology into the curriculum relative to increasing teacher productivity,
gathering information, communicating with others, and, enhancing the mode of
instruction.
Background Research
The importance of a comprehensive approach to technology integration in a
teacher preparation program must be underscored. As Gerald and Williams (1998)
predicted a decade ago, approximately two million new teachers have been hired. Many
of these teachers are in classrooms that have been equipped with the newest technologies
to enhance the learning experiences of K-12 students. Technology must be integrated into
teacher education programs in order to ensure that new teachers are ready to use
technology in their own classrooms. The inclusion of technology integration instruction,
in the courses the faculty teach, will provide teacher candidates opportunities to practice
with various types of media that can be used to enhance the elementary curriculum
(Banister & Vannatta 2006; Hatfield 1996; Watts-Taffe et al. 2003).
Recent studies have indicated that teacher education programs are exposing
teacher candidates to technology through the modeling of its use by university faculty
and the integration of its use in required course assignments. A study on the effects of
technology integration into the method courses of these pre-service teachers found that
the teacher candidates’ high anxiety levels toward technology lessened and they became
more confident in their ability to use various technologies when they were provided
opportunities to see the technology modeled by the faculty and as they were allowed to
use the technologies in an educational setting (Pope, Hare, & Howard, 2002, 2004). “The
university faculty taught the (Senior) block method courses by modeling the use of the
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technology for the pre-service teachers what they expected from the pre-service teachers.
That is, the pre-service teachers were taught the way they were expected to teach” (p.
202).
Participants
The participants in this study included 44 teacher candidates admitted to an
elementary teacher education program at a four-year public university in the South. The
teacher candidates were enrolled in a literacy course required for their program of study.
The course provided instruction on middle level literacy strategies. The teacher
candidates self-selected the course section, and therefore were not randomly assigned for
this study.
Methodology/Research Questions
The research question for the study was: “What does the integration of technology
into the curriculum mean to educators in relation to: increasing teacher productivity,
gathering information, communicating with others, and, enhancing the mode of
instruction?” All 44 teacher candidates were provided opportunities to take advantage of
instruction in technologies that addressed this question. Technology was integrated into
the courses in several ways. First, WebCT was used to make available the PowerPoint
presentations, assignments, links to educational websites, and other needed course
documents. Communication tools were used for discussions and email assignments.
Secondly, the Internet was used to complete multiple assignments for class. Teacher
candidates located an interactive website of children’s books and used Internet sites with
science and/or social studies content to develop an integrated lesson plan. Thirdly,
interactive PowerPoint lessons were created and modeled by faculty and then teacher
candidates. These lessons were showcased and used to guide the teacher candidates in
creating their own interactive lessons. Finally, other types of software and digital/video
cameras were demonstrated for K -12 classroom use. Responses to the Teacher candidate,
Technology, and Literacy (TTL) survey developed by the researcher/instructor to address
the specific technologies and assignments used during the semester and the narrative
responses of the teacher candidates were examined.
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Analysis
In order to gain a greater understanding of the effects of the technology modeled
and used with teacher candidates, information provided through the TTL survey and
reflective responses gathered at the end of the semester were analyzed. A description of
the aggregate results and means of each question across participants on the TTL is
reported (see Table 1).
Table 1. Technology, teacher candidate and literacy (TTL) survey
Very Confident Somewhat Neutral Not Very
Confident Confident Confident
Teacher Productivity
1. Web CT / Website Class 15 19 7 3 0
Notes
2. Resources Provided 14 21 9 0 0
Website
3. Word Processing 40 4 0 0 0
Document
4. Create Power Point 4 2 9 10 19
Presentation
5. Present Power Point 2 2 16 7 17
Presentation
6. Manipulate document 3 4 13 8 16
info. in Databases
Gathering Information
7. Univ. Resources 12 8 13 9 2
Complete Assignments
8. Locate Literacy 18 13 9 2 2
Websites
9. Eval. Literacy Websites 16 14 9 4 1
10. Content / Lit. Website 19 12 12 0 1
11. Content Lit. 13 9 16 5 1
Integration / Lesson Plans
12. Ethical / Legal Use 33 10 1 0 0
Communication Tools
13. Send Email 44 0 0 0 0
14. Email Attachments 39 4 1 0 0
15. Elec. Communication / 23 8 6 5 2
Assign. Revision
16. Elec.Communications / 32 5 5 1 1
Provide Assign.
17. Discussion Board 21 8 8 4 3
Assignments
18. Email Authors 34 7 2 0 1
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Enhancing the Mode of
Instruction
19. Power Point / 4 2 3 11 24
Interactive Lessons
20. Teach Power Point / 3 1 3 8 29
Students
21. Design / Deliver Tech / 16 14 9 3 2
Lit Lessons
22. Evaluate Interactive 19 11 9 3 2
Software
23. Demonstrate 24 11 5 2 2
Interactive Software
24. Use Other Technology 13 11 11 4 5
Resources
Teacher Productivity
One program modeled and used extensively throughout the course was WebCT.
In order to increase teacher productivity, WebCT was used as an online communication
tool for the teacher candidates. WebCT was used to upload PowerPoint presentation
notes and assignments, provide links to educational websites, and provide other needed
course documents. The provision of the class notes changed the dynamics of the class
atmosphere by freeing the students’ attention from note taking, so that they could
participate in class discussions and demonstrations. TTL results reported that 34.1
percent of the teacher candidates were very confident and 43.2 percent were confident in
providing class notes for their students to use through some type of program like WebCT
or a class website (see Table 1). The teacher candidates were able to see the benefit of
having these notes (PowerPoint slides) as a tool to guide their own reading and studying
of the information that would be discussed in class. Data on the TTL survey revealed that
31.8 percent were very confident and 47.7 percent of the teacher candidates were
confident in using the resources provided on WebCT to prepare assignments for class;
and therefore, were confident in providing a means for their students to access these
materials electronically (see Table 1).
The use of the WebCT and the PowerPoint presentations were both well received
by the teacher candidates. In fact, many of the teacher candidates reported that if the
instructor changed anything about the course, to make sure the WebCT and PowerPoint
notes were kept in the course outline. One teacher candidate reported,
I am really not an organized person. I know that as a teacher, I will need to
be. I liked getting the PowerPoint notes and having them in a notebook
before I came to class, because then I just made my other notes directly on
them. I didn’t just write notes on paper any which way and stick them in
my notebook. I can see where this will help my students in the classroom
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who are not very organized. I may not have something like WebCT at the
school where I will teach, but I can have a class website and put notes on
there for the students (personal communication).
The highest area reported for the Teacher Productivity category on the TTL was
in using some type of word processing program to complete assignments. Forty teacher
candidates reported being very confident and four reported being confident in creating
word processing documents. Teacher candidates also could see the advantage of having
an electronic outlet to “publish” class materials such as a newsletter or homework
updates for parents.
Gathering Information
The teacher candidates were given an opportunity to use technology as an
information tool by using the Internet to complete several assignments for class. One
assignment included locating websites created by authors of children books to critique
and share with their peers. The teacher candidates used the technology in their classes to
discuss the pros and cons of using the websites in actual classrooms. They went through
the websites and gave suggestions for using the activities in the classroom to enhance
literacy learning for elementary students. One teacher candidate commented, “I never
knew there were so many reading resources for teachers. I especially liked the websites
that had the interactive books on them. I think they will be especially useful for my
students who are not motivated to read”. The TTL survey (see Table 1) revealed that 40.9
percent and 29.5 percent of the teacher candidates were confident in locating websites
that contain literacy activities for children’s books that they could use in their future
classrooms.
A second assignment involved locating a science or social studies education site
to integrate into a literacy/content area lesson plan. Because many of the teacher
candidates used the Internet primarily for email and general searches, these assignments
allowed them to see how their technology knowledge could be integrated in actual
classroom settings. The teacher candidates used the content area information found on the
websites to complete lesson plans for the elementary students. Many of the teacher
candidates reported positive comments made by the elementary students after completion
of the lessons. This positive learning experience was created when the teacher candidates
not only used technology to create lesson plans, but also incorporated technology into the
lessons that the elementary students completed. After receiving instruction on completing
science WebQuests, one teacher candidate designed a science lesson for her student
(Abruscato, 2004). The elementary student she worked with told her, “I never really liked
learning about science, but being able to find my own information about the different
habitats and use what I found to answer the challenge was fun!” The TTL survey data
indicated a high area of confidence for the teacher candidates, with 19 reporting very
confident, 12 reporting confident, and 12 reporting somewhat confident in locating
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content related information that could be incorporated into literacy assignments (see
Table 1). The instructor also demonstrated how to access the many lesson plans that are
available on the Internet. Sample lesson plans provided through teacher Internet websites
were modeled in order that the teacher candidates could see how the lessons could be
modified to address their personal teaching needs.
Communication Tools
The teacher candidates used technology as a communication tool by emailing
their peers and the instructor. They sent copies of their assignments to their instructor
electronically in order to receive feedback before final drafts were turned in for
assessment. Several of the teacher candidates stated that many times they turned in
written assignments and just got a grade. They felt that not having the opportunity to
make corrections and resubmit had been a hindrance in their learning process. When
teacher candidates were allowed to submit, receive feedback, and then revise
assignments, they experienced teaching that did not just use didactic methods of
instruction, such as, giving directions for an assignment and then assigning a grade.
Teacher candidates indicated that their learning experiences were enhanced by using
these teaching processes that engaged them as learners. They, in turn, provided
opportunities for their students in the classrooms to interact with them or their peers, to
reflect on their work, and to make revisions.
The hands-on process the teacher candidates used in submitting their assignments
for revision could account for the high numbers reported on the TTL survey in the
communication tool’s category of feeling confident providing a submission, feedback,
and revision process through an electronic communication venue (very confident, 23;
confident, 8) and the category of feeling confident in using email and other
communication tools to provide assignments for students to complete (very confident, 32;
confident, 5) (see Table 1).
The discussion thread through WebCT also provided great input for teacher
candidates to receive feedback from their peers as they completed various assignments.
Sandy reported that, “I was able to get to know my classmates in a more personal way by
using the discussion thread. When one person responded to a question or concern we all
were able to share our answers or feelings”. The teacher candidates also used the
discussion threads as a way to respond to reflections posted by their classmates.
Another area in the communication tools section of the TTL that the teacher
candidates responded very positively to was in emailing children’s book authors. Thirty-
four teacher candidates responded that they were very confident and seven were
confident in providing guidance in emailing favorite authors and corresponding with the
authors to gather information for literacy assignments (see Table 1). The author review
assignment was the assignment that most teacher candidates chose to do as their
technology/literacy activity with a student. The teacher candidates located children book
author websites that provided information about the author and information about the
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books written by the author. The teacher candidates then worked with their students to
write critiques of the books read, and emailed them to the author.
Enhancing the Mode of Instruction
Finally, in order to enhance instruction, PowerPoint was used to share information
that was being taught with the teacher candidates. It was used as an interactive tool to
demonstrate how the teacher candidates could use the features of PowerPoint to create
interactive lessons for their students. The teacher candidates then used PowerPoint to
develop and present collaborative projects. These two areas received the highest level of
not being confident on the TTL survey. The teacher candidates reported they were not
very confident in leading students in the process of developing and presenting
collaborative projects using PowerPoint. In examining the reflections of the teacher
candidates, one overall theme that emerged in reference to these activities was that the
teacher candidates had very little technical knowledge of PowerPoint. PowerPoint was
not a program that many teacher candidates used before they participated in this
education course. This lack of knowledge increased the teacher candidate’s frustration in
developing the presentations. They liked the lessons created, but felt that it took too much
time. Teacher candidates did feel more confidence in designing and delivering integrated
technology/literacy lessons (very confident, 16; confident, 14) and in demonstrating
interactive software/Internet resources that could be integrated with literacy instruction
(very confident, 24; confident, 11) (see Table 1). Varying types of interactive software
and online literacy technology sites were demonstrated for the teacher candidates. The
teacher candidates were then able to write mini-lessons to integrate these technologies.
Concluding Remarks
This was one of the first education courses and in many cases the only education
course in which the teacher candidates were being exposed to this much use of
technology. Technology assignments, which are important for the teacher candidates in
order to give them exposure to the ways that technology can be incorporated into the
lessons they teach, encouraged the constructivist approach to instruction for teaching and
learning. These instructional assignments provided opportunities to scaffold the teacher
candidates’ pedagogy toward authentic, learning-centered activities (Doering, Hughes
and Huffman, 2003). Teacher candidates were more confident in integrating technology
into their classroom teaching methods. After participating in the various technology
activities, teacher candidates had a better understanding of the importance of how
modeling and use of technology positively impacted teacher productivity, gathering of
information, communication with others, and enhancing he mode of instruction.
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Throughout the whole experience, it was impressed upon the teacher candidates that
technology in and of itself is just technology, but in the hands of a teacher who has been
trained to integrate its use into the curriculum, it can become a very powerful, educational
tool that will benefit all students.
References
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Doering, A., Hughes, J., & Huffman, D. (2003). Teacher candidates: Are we thinking
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Gerald, D.E. & Williams, H. (1998). Projections of educational statistics to 2008. U.S.
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Pope, M., Hare, R. D., & Howard, E. (2005). Enhancing technology use in student
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