Search results for: Preservice teacher education

This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.

The authors investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. The participants were thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL.

The authors describe reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The results indicated that the intent of many of these features did serve their intended pedagogical purposes. In particular, features such as strategic hint tools and nonjudgmental feedback enhanced users’ experiences. However, non-interactive aspects, such as written reflection questions, did not enhance users’ experiences.

The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.