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Teacher education

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Articles 31 - 47 of 47

Full-Text Articles in Educational Technology

Misunderstanding Child-Centeredness: The Case Of “Child 2.0” And Media Education, Pekka Mertala Apr 2020

Misunderstanding Child-Centeredness: The Case Of “Child 2.0” And Media Education, Pekka Mertala

Journal of Media Literacy Education

This qualitative study demonstrates the kinds of pedagogical pitfalls that are included in simplistic understandings of child-centeredness in the context of media education, an emerging field of early childhood teacher education with only a little empirical research done so far. Course diaries from 15 preservice teachers were analyzed to find answers to the question: How do preservice teachers approach child-centered education in the context of media education? The main findings can be summarized as follows. First, preservice teachers approached child-centeredness as an all-encompassing principle that guides early childhood education. Second, media education-related issues - beliefs about children and media, ambiguity …

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Using Robots To Teach Mathematics To First-Grade Students: Preservice Teachers’ Perspectives, Alyssa Argila, Maryssa Leventhal Apr 2020

Using Robots To Teach Mathematics To First-Grade Students: Preservice Teachers’ Perspectives, Alyssa Argila, Maryssa Leventhal

Transformations: Research Papers

Helping preservice teachers develop positive attitudes toward using new pedagogical practices requires engaging them in professional learning and teaching practice. In this study, 16 preservice teachers engaged in an intervention that focused on integrating robots to teach mathematics to a group of first-grade students. The mathematical tasks engaged first-grade students with concepts such as counting, addition, subtraction, and identifying patterns. After the teaching experience, the preservice teachers responded to five open-ended questions that elicited their perceptions of using robots to teach mathematics to first-grade students. We conducted qualitative content analysis of teachers’ responses to identify common trends regarding teaching mathematics …

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Teacher Recruitment: Factors That Predict High School Students’ Willingness To Become Teachers, Steve Christensen, Randall Davies, Scott Harris, Joseph Hanks, Byran Bowles Nov 2019

Teacher Recruitment: Factors That Predict High School Students’ Willingness To Become Teachers, Steve Christensen, Randall Davies, Scott Harris, Joseph Hanks, Byran Bowles

Faculty Publications

This study examines factors that influence high school students’ willingness to consider teaching as a career. Using predictive modeling, we identified five factors that are highly predictive of a students’ willingness to consider teaching and their belief that teaching is their best career option. Results indicated that high school students were more likely to consider teaching when they had confidence in their ability to be good teachers, when family members and others encouraged them to become teachers, and when they felt their community supported teachers. Most of those who considered teaching thought of themselves as average students. Less impactful factors …

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Designing Teacher Preparation Courses: Integrating Mobile Technology, Program Standards, And Course Outcomes, Serena Hicks, Devshikha Bose Nov 2019

Designing Teacher Preparation Courses: Integrating Mobile Technology, Program Standards, And Course Outcomes, Serena Hicks, Devshikha Bose

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This discussion paper demonstrates the need for applying backwards design principles to already-existing course syllabi in order to embed technology alongside pedagogy in teacher preparation programs. The problem is first addressed as a need to integrate technology in one secondary course based on lack of proficiency demonstrated on multiple measures. A design framework that was implemented is then explained, including a step-by-step process for aligning mobile technology applications to course standards and outcomes. Challenges to the process are explored, as well as supports available for duplicating this work in other contexts. The paper concludes with steps the instructor is now …

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Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz Sep 2019

Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz

Publications and Research

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in …

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Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows Aug 2019

Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows

Journal of Media Literacy Education

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided.

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Constructivists Online: Reimagining Progressive Practice Apr 2019

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.

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Towards An Innovative Approach For Teacher Education: Training Teacher To Train (Ttt) Model, Ferial Malaeb-Khaddage, Helen Crompton Jan 2018

Towards An Innovative Approach For Teacher Education: Training Teacher To Train (Ttt) Model, Ferial Malaeb-Khaddage, Helen Crompton

Teaching & Learning Faculty Publications

The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the way we humans work, perform tasks and activities. Automation and ‘thinking machines’ are replacing basic human tasks and jobs, and changing the skills that organizations are looking for in their people. In this paper, the authors discuss current technological innovations and how our world is changing rapidly in all aspects. New set of skills is needed; hence the authors focus on crucial practices and skills that are needed to be taught to harness our children for the future. The authors emphasis on …

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Comparing K-12 Online And Blended Teaching Competencies: A Literature Review, Emily Pulham, Charles R. Graham Jan 2018

Comparing K-12 Online And Blended Teaching Competencies: A Literature Review, Emily Pulham, Charles R. Graham

Faculty Publications

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The …

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Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions Of New Literacies, Katie Dredger Ph.D., Susanne Nobles Ph.D., Jenny M. Martin Ph.D. Apr 2017

Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions Of New Literacies, Katie Dredger Ph.D., Susanne Nobles Ph.D., Jenny M. Martin Ph.D.

Teacher Education Program Faculty Scholarship

This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) …

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An Analysis Of The Curriculum Requirements For K-12 Online Teaching Endorsements In The U.S., Laura Mcallister, Charles R. Graham Jan 2016

An Analysis Of The Curriculum Requirements For K-12 Online Teaching Endorsements In The U.S., Laura Mcallister, Charles R. Graham

Faculty Publications

This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions, and other course documents.

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The Design And Implementation Of An Online Professional Development Program For Future Online Educators : A Case Study, Joy Quah Jan 2013

The Design And Implementation Of An Online Professional Development Program For Future Online Educators : A Case Study, Joy Quah

Legacy Theses & Dissertations (2009 - 2024)

This study examines the practices of an instructor who designed and instantiated an online professional development program to foster expertise in online instructional design. The main purpose of this study is to investigate how her application of technological affordances may inform a re-examination of Cognitive Apprenticeship (Collins, Brown, & Newman, 1989). This theory was formulated to guide the design and research of a workshop-based learning environment that support students in thinking, problem-solving and accomplishing tasks like practitioners in the field. Since the theory was proposed prior to the advent of online teaching and learning, there is a need to reconsider …

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Using Blogs To Promote Literary Response During Professional Development, Jaime Colwell, Amy Hutchison, David Reinking Jan 2012

Using Blogs To Promote Literary Response During Professional Development, Jaime Colwell, Amy Hutchison, David Reinking

Teaching & Learning Faculty Publications

(First paragraph) The blogging has, I don’t want to say forced, but kind of made me read books that I haven’t necessarily read before, and I don’t think I would have. I’ve read lots of children’s books just through student teaching and everything, but it makes me look outside the box and maybe at other genres that I wouldn’t look at necessarily. (Sam, a pre-service teacher, blogging in a children’s literature course)

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Using Asynchronous Video To Achieve Instructor Immediacy And Closeness In Online Classes: Experiences From Three Cases, Michael Griffiths, Charles R. Graham Jan 2010

Using Asynchronous Video To Achieve Instructor Immediacy And Closeness In Online Classes: Experiences From Three Cases, Michael Griffiths, Charles R. Graham

Faculty Publications

This research sought to understand the experiences of students and instructors with asynchronous video (video-mail) using webcams in three online sections of teacher education classes at Brigham Young University. We examined the experiences of students through scores and comments posted in student ratings surveys, and the experiences of instructors through personal reports. These experiences were evaluated in terms of the observed existence of instructor immediacy and of closeness. Immediacy is defined in this study as the verbal and non-verbal signals normally achieved in face-to-face communications between instructor and students that can help establish a close and trusting relationship whereby students …

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Tpack Development In Science Teaching: Measuring The Tpack Confidence Of Inservice Science Teachers, Charles R. Graham, Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, Ron Harris Jan 2009

Tpack Development In Science Teaching: Measuring The Tpack Confidence Of Inservice Science Teachers, Charles R. Graham, Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, Ron Harris

Faculty Publications

Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-base for the 21st Century (ISTE, 2008; National Council for Accreditation of Teacher Education, 1997; Partnership for 21st Century Skills, 2003). Early in the history of educational technology, educators were taught in technology classes that focused primarily on technology skills independent from the pedagogical or content courses (Graham, Culatta, Pratt, & West, 2004; Hargrave & Hsu, 2000; Willis & Mehlinger, 1996). Educators soon recognized that technology skills alone did not serve them well because one could know how to operate …

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Redesigning The Teacher Education Technology Course To Emphasize Integration, Charles R. Graham, Richard Culatta, Mitchell Pratt, Richard West Jan 2004

Redesigning The Teacher Education Technology Course To Emphasize Integration, Charles R. Graham, Richard Culatta, Mitchell Pratt, Richard West

Faculty Publications

Teacher education programs in the United States are trying to equip tomorrow’s teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate– pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU’s instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will …

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Media Effectiveness Training, Robert Lee Davis Jan 1980

Media Effectiveness Training, Robert Lee Davis

All Graduate Projects

An analysis of the Tolt Junior-Senior High School faculty's use of instructional media showed a need for a program designed to increase the effective use of the Learning Resource Center's available media. This project consisted of developing a series of inservice classes designed to train the teachers to better utilize the overhead, opaque, slide, filmstrip, and 16mm projectors, tape recorders, VTR, microfiche reader/printer, and dry mount press. Appropriate examples have been produced in each medium and a tool created for the evaluation of the inservice program.

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