Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Academic Standards (1)
- Awards (1)
- Barriers (1)
- Best Practices (1)
- Classroom discussion (1)
-
- Comparative Analysis (1)
- Computer-mediated communication (1)
- Content Analysis (1)
- Educational Strategies (1)
- Educational Technology (1)
- Incentives (1)
- Instant messaging (IM) (1)
- Interactive learning environments (1)
- Interviews (1)
- Multi-tasking (1)
- Questionnaires (1)
- Teacher Education Programs (1)
- Teaching Methods (1)
- Technology Integration (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Technology And Teacher Preparation In Exemplary Institutions: 1994 To 2003, Mark J. Hofer
Technology And Teacher Preparation In Exemplary Institutions: 1994 To 2003, Mark J. Hofer
Articles
In a 1994 study commissioned by the Congressional Office of Technology Assessment, Mergendoller, Johnston, Rockman, & Willis (1994) examined four exemplary institutions to identify their approaches to integrating technology into teacher education. A decade later, the field would benefit from a comparison of current approaches of infusing technology into teacher education to the 1994 findings. This study examines the approaches of the first seven teacher education programs to receive the ISTE NETS Distinguished Achievement Award. Current approaches to the process are outlined, including the identification of the key factors impacting their implementation. A comparison of the 1994 and the present …
Instructional Uses Of Instant Messaging (Im) During Classroom Lectures, Mabel B. Kinzie, Stephen D. Whitaker, Mark J. Hofer
Instructional Uses Of Instant Messaging (Im) During Classroom Lectures, Mabel B. Kinzie, Stephen D. Whitaker, Mark J. Hofer
Articles
Can “Information Age” learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of instructionally-related instant messaging (IM) discussions during undergraduate university lectures. Over the course of three weeks, students practiced with and then employed hand-held computers for brief, synchronous class discussions in response to assigned questions related to the lectures. Students were observed during these sessions, and students and the instructors were interviewed separately afterwards. The …