Promoting technology integration through collaborative apprenticeship

Glazer, El Evan; Hannafin, Michael J.; Song, Liyan

doi:10.1007/bf02504685

Cited by 70 publications

(50 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It can be said that this process will be decisive in effectiveness of both integration and teaching process. However, when the literature is examined, it has been seen that most of the teachers do not feel well-prepared while using technology and they need more knowledge and skills about the use of technology (Glazer, Hannafin & Song, 2005;Mumcu, 2011;Mumcu, Haslaman & Usluel, 2008). Studies have shown that preservice teachers' competence in ICT-based instruction also increases thanks to their increasing knowledge and experience in the use of ICT (Hsu, 2010;Yurdakul, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Studies have shown that preservice teachers' competence in ICT-based instruction also increases thanks to their increasing knowledge and experience in the use of ICT (Hsu, 2010;Yurdakul, 2011). It has been set forth in studies that preservice teachers will learn ICT integration better and convey it to their teaching processes when they find an opportunity to integrate ICT with their observations and experience during their own learning processes (Glazer, Hannafin & Song, 2005;Mueller, Wood, Willoughby, Ross & Specht, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

View full text Add to dashboard Cite

ABSTRACT:The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving "PlanningImplementation-Evaluation" for implementing ICT integration was proposed.Keywords: ICT integration, Effective mathematics instruction, Preservice teachers, Design based research, 5E learning cycle ÖZ: Bu çalışmanın amacı etkili matematik öğretimi için BİT entegrasyonunun nasıl gerçekleştirilebileceğine ilişkin bir model önerisi ortaya koymaktır. Araştırma, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulmuştur. 12 hafta devam eden uygulama sürecinde bu üç öge temel alınarak bir öğrenme ortamı oluşturulmuştur. Tasarım tabanlı araştırma modeline uygun olarak yürütülen çalışmada katılımcılar, Bilgisayar Destekli Matematik Öğretimi dersini almakta olan 47 ilköğretim matematik öğretmen adayından oluşmuştur. Verilerin toplanmasında araştırmacılar tarafından geliştirilen kontrol listeleri, video kayıtları, öğrencilerin hazırladıkları ders planları, yansımalar ve anket kullanılmıştır. Tasarım Tabanlı araştırma modelinin doğası gereği, Tasarımların sürekli olarak iyileştirilebilmesi için 12 hafta boyunca veriler toplanmış ve her hafta toplanan veriler hemen, sürekli ve geriye dönük olarak frekans, yüzde ve içerik analizi yoluyla çözümlenmiştir. Verilerin analizi sonucunda, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulan öğrenme ortamının öğretmen adaylarının etkili matematik öğretimi için BİT entegrasyonunu sağlamaya yönelik ders planı hazırlama süreçlerine olumlu katkı sağladığı belirlenmiştir. Hazırlanan ders planlarında BİT entegrasyonunun gerçekleşme süreci incelendiğinde tüm haftalara ait 101 ders planından %95'inin BİTE açısından başarılı olduğu söylenebilir. Buradan yola çıkılarak etkili öğretim süreçleri gerçekleştirilebilmesi için BİT entegrasyonunun nasıl...

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

View full text Add to dashboard Cite

show abstract

“…A number of studies have emphasised the significance of incorporating video in teacher education with respect to its use as a tool for fostering productive discussions and negotiation among trainees within microteaching, leading to the enhancement of teachers' professional development (Glazer, Hannafin & Song, 2005;Ng'ambi & Johnson, 2006;Kuter, Gazi & Aksal, 2012) and the development of their reflective and analytical skills (Whitehead & Fitzgerald, 2007;Harford & MacRuairc, 2008;Fadde et al, 2009;Savas, 2012). Findings drawn from two studies (Fernandez;and Kpanja, 2001) revealed that video-enabled and video-oriented discussion followed by peer feedback and critical reflection helped preservice teachers to identify areas for improvement and increased an awareness of their strengths and weaknesses.…”

Section: The Potential Of Video-mediated Microteaching In Teacher Edumentioning

confidence: 99%

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Kourieos¹

2016

AJTE

View full text Add to dashboard Cite

“…Given this important role of the classroom teacher, adequate professional development is necessary for increased integration of ICT in the classroom (Glazer, Hannafin, & Song, 2005). Still, defining and providing "adequate professional development" can present significant problems for the majority of schools.…”

Section: Department Of Educationmentioning

confidence: 99%

Technology Integration: A Research-based Professional Development Program

Faulder¹

2011

View full text Add to dashboard Cite

Promoting technology integration through collaborative apprenticeship

Cited by 70 publications

References 18 publications

A Model Proposal on ICT Integration for Effective Mathematics Instruction

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Technology Integration: A Research-based Professional Development Program

Contact Info

Product

Resources

About