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What Do Pre-Service Teachers Know About Teaching With Technology?, Lauren Hays, Jenna Kammer, Kristina Schuler Sep 2024

What Do Pre-Service Teachers Know About Teaching With Technology?, Lauren Hays, Jenna Kammer, Kristina Schuler

Journal of Curriculum, Teaching, Learning and Leadership in Education

This paper presents the results of a study which examined how 132 pre-service teacher work samples documented implementation of teaching with technology during student teaching experiences. Researchers determined which ISTE Standards for Students and ISTE Standards for Educators the pre-service teachers were using based on their reported technology use from the work samples. Themes of how the technology was used are also reported to gain a deeper understanding of pre-service teachers’ use of educational technology. Findings indicate that students are taught to use technology for learning, but often used it for engagement.

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Effects Of Flipped Explicit Reading Instruction On College Efl Trainees’ Reading Comprehension Proficiency, Getu Dagne Yalew, Abiy Yigzaw Filate Jul 2024

Effects Of Flipped Explicit Reading Instruction On College Efl Trainees’ Reading Comprehension Proficiency, Getu Dagne Yalew, Abiy Yigzaw Filate

Journal of Educational Technology Development and Exchange (JETDE)

The flipped classroom, a contemporary model, and explicit reading instruction, a widely recognized conventional approach, both offer unique benefits and have their own place in education. This study aimed to investigate the effects of Flipped Explicit Reading Comprehension Instruction (FERCI) on college EFL trainees’ Reading Comprehension Proficiency (RCP) and its impact on course achievement test scores. Conducted at Injibara College of Teachers Education in Ethiopia, the study involved 53 participants from October 7 to February 6, 2023, utilizing a quasi-experimental pre-test-post-test non-equivalent group design. The participants were assigned into experimental (N=28) and control (N=25) groups. The experimental group received the …

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Management Of Religion Teachers’ Socioemotional Competencies In Information And Communication Technologies Integration: A Phenomenographic Study, Mario Armando Cartagena Beteta, María Inmaculada Pedrera Rodríguez, Francisco Ignacio Revuelta Domínguez, Edith Soria Valencia May 2024

Management Of Religion Teachers’ Socioemotional Competencies In Information And Communication Technologies Integration: A Phenomenographic Study, Mario Armando Cartagena Beteta, María Inmaculada Pedrera Rodríguez, Francisco Ignacio Revuelta Domínguez, Edith Soria Valencia

The Qualitative Report

This investigation forms part of a doctoral study that examines the relation between socioemotional competencies (SECs) and teachers’ beliefs on the integration of information and communication technologies (ICTs). It addresses religion teachers’ knowledge of SECs during the curricular integration of ICTs, specifically their internal aspects in their pedagogical practice using ICTs (second-order barriers). This study also discusses the characteristics of religion teachers, who have received less attention than teachers of science, language, or mathematics disciplines, partly because religion is not considered a priority area in educational policies. To this end, this study adopted a qualitative approach in the phenomenographic tradition …

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Editor’S Message For The Series Of Educational Technology In China Jan 2024