Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology

An, Heejung; Wilder, Hilary; Lim, Keol

doi:10.1080/07380569.2011.577888

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…Results showed that teachers who attended technology related professional development (in-service training) have positive attitudes toward the use of technology in their teaching (NEA, 2008;Gray, Thomas & Lewis, 2010). Also, providing educational technology course for pre-service teachers enables them to learn about technology integration before they start their career (An, Wilder & Lim, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

Kilinc¹,

Kilinc²,

Kaya³

et al. 2016

RESSAT

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Technology integration in education is one of the most popular topics in the last decades. Many countries have invested millions of dollars to equip classrooms with technological devices. As well as developed countries, Turkey has conducted several projects to provide technological devices and educational materials to classrooms. Technology has the potential to increase the quality of learning and teaching process. However, having technological devices in classroom alone will not cause the increase of the quality of education. Thus, the purpose of this study is to examine teachers' attitudes toward the use of technology in social studies teaching. Understanding social studies teachers' attitudes is essential because it is a way to figure out how they integrate technology and define barriers. The authors applied quantitative survey method and used cluster sampling to choose participants. The sample of the study consisted of 155 social studies teachers who are currently teaching at middle schools. The use of technology in social studies teaching attitude scale was used to collect data. The findings revealed that teachers have positive beliefs and attitudes toward the use of technology. Also, the findings showed that teachers who are working at private schools have significantly high attitudes than others who are teaching at public schools. Moreover, teachers who took educational technology and teaching material course and attended in-service training have more positive attitudes than others.

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Section: Introductionmentioning

confidence: 99%

Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

Kilinc¹,

Kilinc²,

Kaya³

et al. 2016

RESSAT

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show abstract

“…As model developers ponder how to prepare special and general education teachers to meet the needs of students in 21st century classrooms, it is imperative that they consider how to embed technology throughout coursework and clinical experiences (An, Wilder, & Lim, 2011). Two frameworks, Universal Design for Learning (UDL) and technological pedagogical content knowledge (TPACK), are especially noteworthy and should be considered to help teacher educators conceptualize the integration of technology (Mishra & Koehler, 2006; Rose & Meyer, 2002).…”

Section: Driver 1: the Digital Revolutionmentioning

confidence: 99%

21st Century Change Drivers

Rock

Spooner

Nagro

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

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Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piece-meal fragmented approach to pre- and in-service training, which exists currently, needs to be replaced with 21st century models of special education teacher development that are seamless, technology enabled, comprehensive, cohesive, and career spanning. In this article, the authors briefly address persistent and unresolved challenges, identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities. Change drivers include the digital revolution, the diversity gap, the credibility factor, the demand for collective impact, and the culture of we. The authors conclude with a call to action.

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“…The nature and level of ICT use in schools is not a new issue. The desire in the field of education to see greater and more effective use of ICTs extends back to the 1990s (An, Wilder & Lim, 2011) Based on a lack of directly linked evidence, Cuban (2006) suggested claims that providing laptops to students will "revolutionize teaching and learning" and "increase test scores" were "outlandish" (p. 29), and his views have altered very little since that time. Offering insight into this, and explanation of why ICTs are yet to deliver on what has been promised, Cuban (2015) suggests that while new ICTs are being used by school teachers, they have not effected a shift from traditional teaching methods to the "hoped for student-centred approach" (para 6).…”

Section: Introductionmentioning

confidence: 99%

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

Muñoz,

Cowling,

Birt

2016

APUBS

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This paper presents a research design and intervention that investigates how the use of mixed reality visualization and gamification can be applied to an ICT systems analysis and design course. The research focuses on a learning approach of an ICT modelling and design framework based on visual augmentation of traditional course content and class delivery. Assessment of the learning impact in regards to learners, system components and their interaction in system scenarios will be performed. Allowing learners to explore and discover information in the form of a gamified scavenger hunt that supports scaffolding learning chunks, aims to assist them towards a conceptual understanding of the solution. Educators can incorporate selected representations of key learning artefacts and resources in an augmented capacity using a variety of media such as 2d images, videos, graphics, simulations, and 3d models applied into the design process and promote active learning in the classroom.

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Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology

Cited by 11 publications

References 14 publications

Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

21st Century Change Drivers

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

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