Beginning teachers’ use of online resources and communities

Moore, Julie A.; Chae, Boyoung

doi:10.1080/14759390701406844

Cited by 36 publications

(17 citation statements)

References 5 publications

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“…As stated before, less attention is given to beginning teachers' uses of technology (cf. Moore & Chae, 2007) and to how these may relate to the specific approaches adopted by their pre-service teacher education institutions. Previous studies call for greater attention to how the efforts of teacher education programmes shape new teachers' use of educational technology (cf.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…While these studies are important to gain a better understanding of whether and why beginning teachers are integrating technology (or not), they provide little insights into (1) beginning teachers' actual use of technology (cf. Moore & Chae, 2007), and (2) how this use relates to the specific strategies adopted by their TEI. The goal of the current study is to address this lacuna by analysing beginning teachers' learning experiences during their pre-service education, and the influence these experiences may have had on their educational use of technology in their early career.…”

Section: Introductionmentioning

confidence: 99%

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Preparing beginning teachers for technology integration in education: ready for take-off?

Tondeur

Roblin

Braak

et al. 2016

Technology, Pedagogy and Education

233

110

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The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers' technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support preservice and beginning teachers for technology integration are discussed.

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Section: Purpose Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparing beginning teachers for technology integration in education: ready for take-off?

Tondeur

Roblin

Braak

et al. 2016

Technology, Pedagogy and Education

233

110

View full text Add to dashboard Cite

show abstract

“…A study of beginning teachers' use of online resources and communities found that most use was at a superficial level, mainly location of resources using online search engines (Moore & Chae, 2007). Few of the beginning teachers progressed beyond finding ideas for classes.…”

Section: Web 20 In Teacher Education 16mentioning

confidence: 99%

Web 2.0 in Teacher Education: Two Imperatives for Action

Albion¹

2008

Computers in the Schools

117

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“…Another study identified that there is no correlation between pre-service teachers' internet usage and critical thinking disposition; it has been emphasized that critical thinking skill requires high level cognitive and emotional participation, such as truth-seeking, analyticity and systematicity (Şendağ, Erol, Sezgin & Dulkadir, 2015). Moore and Chae (2007) have also reported that preservice teachers' use of real online resources and communities remains at a superficial level within their daily learning content. In this study, the framework of the online community of practice was already set, but the sharing and comments of pre-service teachers were not intervened by a moderator.…”

Section: Discussion About Quantitative Findings Of the Researchmentioning

confidence: 99%

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Ekici

2017

EURASIA J MATH SCI T

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This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that online communities of practice did not affect pre-service teachers' overall critical thinking disposition significantly. However, research results revealed that the scores that pre-service teachers have achieved from self-confidence and open-mindedness sub-factors of the inventory have significantly differentiated in favor of the pre-service teachers in the experimental group. The statements that pre-service teachers have made on their comments were weak in terms of critical thinking. Pre-service teachers have mostly expressed their own views and they have usually supported each other by providing positive opinions. Therefore, it is thought that online communities of practice affect positively only pre-service teachers' self-confidence tendency and the abilities to express their own opinions.

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Beginning teachers’ use of online resources and communities

Cited by 36 publications

References 5 publications

Preparing beginning teachers for technology integration in education: ready for take-off?

Preparing beginning teachers for technology integration in education: ready for take-off?

Web 2.0 in Teacher Education: Two Imperatives for Action

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

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