International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Technologically-mediated learning
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6 items
1
This longitudinal 5-year study explored work samples and reflections of elementary and secondary preservice teachers in a graduate teacher education program. The study examined (a) to what extent did preservice teachers integrate technology into their instructional planning? (b) to what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs? Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students.
Published: 2008
Updated: May. 04, 2009
2
The purpose of the study is to explore the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology.
Published: 2009
Updated: Mar. 16, 2009
3
Technology mediated coaching or mentoring has a strong possibility of overcoming barriers of accessibility of onsite mentoring. The article explored peer reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. Those who accessed the resource reported shifts in their attitudes towards instruction and changes in instructional practices.
Published: 2008
Updated: Nov. 05, 2008
4
The article explores changes in teachers' thinking and learning, following their participation in a video club. The study first investigated the changes in the teachers' talk during video segments, and then identified three paths of noticing the students' mathematical thinking: direct, cyclical and incremental. Finally, the study noted how the video club context influenced the teachers' learning.
Published: 2008
Updated: Mar. 31, 2008
5
The article describes the conditions in which information and communication technology (ICT) may be advantageous over alternative tools of illustration. The main focus is the importance of context to the learning activity in which the teacher plays an important part.
Published: 2007
Updated: Mar. 14, 2008
6
We consider that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. An examination of the evolution of the design of videogames is a good way to analyze the main contributions and characteristics of games-based learning environments. At the same time, we will discuss the main obstacles and challenges to the use of games for learning.
Published: 2007
Updated: Feb. 10, 2008