Education Commons^™

Mobile Learning: Implementing A 1 To 1 Ipad Project In A Teacher Preparation Program, Elizabeth Truesdell, Rebecca Birch

Elizabeth Truesdell

This brief paper examines how a teacher preparation program implemented a 1-1 mobile learning initiative with faculty, teacher candidates and their fieldwork supervisors. The initiative proceeded through a three-tiered approach to effectively integrating instructional technology in and outside of the classroom. Researchers employed a mixed method approach to data collection and analysis, which indicated an increased rate of faculty, student teacher and supervisor competency levels in the use of instructional technology. This study fills a gap in research regarding 1-1 iPad initiatives in teacher preparation programs.

Developing Digital Literacy Through Community Engagement, Elizabeth Truesdell, Rebecca Birch

Elizabeth Truesdell

This case study describes how one department of education sought to increase knowledge of digital literacy amongst preservice teachers. Framed by the researchers’ Three-Tiered Model of instructional technology use, this project leveraged a community partnership and the implementation of “instructional rounds” to educate students in digital technologies. The mixed-methods study includes pre- and post-surveys results, structured observations, and student reflections. Initial findings indicate students’ enhanced digital literacy skills and a reciprocally beneficial partnership with teachers and administrators at a local high school. Ultimately, students who participated in this project led a community-wide professional development workshop.

Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen

Sarah van Ingen

Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research …

Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford

Dr Brendon P Hyndman

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus …

Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford

Dr Brendon P Hyndman

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus …

Reflections On The Teacher Education Ministerial Advisory Group Report, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

Comments On Deewr Discussion Paper: Future Options For Alternative Pathways Into Teaching, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

The DEEWR Discussion Paper, Future Options for Alternative Pathways into Teaching, focuses on a relatively unproven need for alternative pathways, while ignoring the major issues that face Australia in assuring a quality national teacher education system.

Comments On Deecd Discussion Paper: New Directions For School Leadership And The Teaching Profession, June 2012, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

Using The Conceptual Change Model Of Learning As An Analytic Tool In Researching Teacher Preparation For Student Diversity, Douglas B. Larkin

Douglas B. Larkin