Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading

Paratore, Jeanne R.; O’Brien, Lisa M.; Jiménez, Laura M.; Salinas, Alejandra; Ly, Chu

doi:10.1016/j.tate.2016.06.003

Cited by 28 publications

(30 citation statements)

References 36 publications

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“…so, utilization is conducted in combination to get complementary media in accordance with learning outcomes. The variation of media used by teachers can help students to strengthen understanding and smooth learning in achieving their goals (Paratore et al, 2016). Currently education has been intervened by the existence of technology so that applied learning experiences progress from traditional learning to the usage of information and communication technology.…”

Section: Introductionmentioning

confidence: 99%

Implementation Analysis of Curriculum 2013 Towards Interactive Learning Aspects and Multimedia-Based Learning

Lestari

Sutrisno

2018

JPBM

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This research aims to determine the application of interactive and multimedia-based learning which conducted by the teachers from office administration in state vocational high school 2 Blitar. This research is qualitative research then the subjects are the teachers' expertise of administrative programs, vice principal of curriculum and students. Data collection techniques used observation, interviews, and documentation. The results of this research are (1) interactive learning have been implemented, (2) Multimedia-Based learning has been implemented, but it is needed for developing the multimedia which used for teaching process. It can be seen that the teacher conducts learning in accordance with interactive learning indicators. The implementation of the curriculum 2013 for aspects of multimedia-based learning has been carried out by teachers by implementing learning that contains multimedia-based learning indicators.

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Section: Introductionmentioning

confidence: 99%

Implementation Analysis of Curriculum 2013 Towards Interactive Learning Aspects and Multimedia-Based Learning

Lestari

Sutrisno

2018

JPBM

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“…They examined graduate student perceptions about their personal knowledge of technology, the usefulness of technology in practice, and the ways to incorporate technology to advance student literacy (Paratore, O'Brien, Jimenez, Salinas, & Ly, 2016). Paratore et al (2016) explained that their study sought to determine how best to prepare teachers to meaningfully integrate technology in ways that specifically advance student literacy practices.…”

Section: Theoretical Foundations Of Tpack Researchmentioning

confidence: 99%

“…The postpositivist paradigm allowed me to advance previous research in the TPACK area. However, such research showed that the TPACK framework lacked a critical lens and TPACK surveys have largely been predictive in nature (Chai et al, 2010;Koh & Divaharan, 2011;Pamuk, 2012;Paratore et. al, 2016).…”

Section: Paradigmsmentioning

confidence: 99%

“…In previous studies that utilized TPACK surveys, most used PSTs as the participants, and the results were largely used to predict the likelihood of technology integration once they entered the classroom as teachers (Chai et al, 2010;Koh & Divaharan, 2011;Pamuk, 2012;Paratore, et al, 2016). I considered the possibility that the survey answers could be predictive; however, because I followed the teachers into the classroom, the survey answers were used to shed light on the teachers' beliefs about themselves and their practices rather than to predict what those actions would be.…”

Section: Open-ended Questionsmentioning

confidence: 99%

“…My reasons for collecting lesson plans were threefold. First, with guidance from my review of the literature, I assumed that graduate students who identify as having a moderate to high C-TPACK and a moderate to strong critical digital literacy understanding would be the most suitable participants for this study and were the most likely to recruit both in their teaching practices (Chai et al, 2010;Koh & Divaharan, 2011;Pamuk, 2012;Paratore, et al, 2016). A second purpose was to identify another context in which the participants operated.…”

Section: Lesson Plansmentioning

confidence: 99%

See 2 more Smart Citations

Locating The Critical Component In Technological Pedagogical And Content Knowledge (tpack): An Examination Of How Graduate Students Recruit Tpack And Critical Digital Literacy Into Classroom Practices

Hosek¹

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The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited experiences with and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students' critical digital literacies (CDL), the teachers' varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers' recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers' technology integration practices.

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Teachers’ Readiness of Information and Communication Technology Integration in Higher Education Innovation

Wang

2022

Knowledge Management in Organisations

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Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading

Cited by 28 publications

References 36 publications

Implementation Analysis of Curriculum 2013 Towards Interactive Learning Aspects and Multimedia-Based Learning

Implementation Analysis of Curriculum 2013 Towards Interactive Learning Aspects and Multimedia-Based Learning

Locating The Critical Component In Technological Pedagogical And Content Knowledge (tpack): An Examination Of How Graduate Students Recruit Tpack And Critical Digital Literacy Into Classroom Practices

Teachers’ Readiness of Information and Communication Technology Integration in Higher Education Innovation

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