Search results for: Educational technology

The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. The authors use multiple profiles generated from the Concerns-Based Adoption Model to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.

The authors present five guiding design principles. The authors examine teacher-learners action research reflections to identify what impact the principles had on teacher practice. The results reveal the efficacy of the five design principles and the power of bridging the culture of the academies and the realities of practice for teacher education.

This study attempts to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued.

The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.