Assessing
preservice teacher attitudes and skills with the Technology Integration Confidence Scale.
Preservice teacher attitudes toward giftedness.
Not exact matches
This study also indicates
preservice teachers have positive
attitudes toward electronic portfolios once they have created one.
Teacher educators» beliefs and technology uses as predictor of
preservice teachers» beliefs and technology
attitudes.
A preliminary analysis of
preservice teachers» knowledge of and
attitudes toward issues surrounding the Holocaust.
This paper reports the results of a study of 82 undergraduate
preservice teachers and their
attitudes regarding Twitter as a medium for informal professional development support during their internships.
It's exciting to witness the transformation in
attitudes preservice teachers have when they discover the wonderful, wacky world of middle level education and they realize that they want to be a part of this world filled with magnificent young adolescents.
Preservice elementary classroom
teachers»
attitudes toward music in the school curriculum and teaching music.
Supporting this research, VanGunten and Martin (2001) found that the typical 10 - week course in multicultural education only minimally affects
preservice teachers»
attitudes toward race, class, and gender.
Teacher educators can also help foster an
attitude of open - mindedness and curiosity toward new technologies by giving
preservice teachers access to various programs.
While
attitudes toward technology and actual use of technology in the classroom are both areas that have been examined, the concept of NETS - T recognition in
teachers, either
preservice or in - service, provides an opportunity for future studies.
Preservice teachers» beliefs,
attitudes, and motivation about technology integration.
Current research into the teaching and use of technology in the classroom has focused on ways in - service
teachers integrate technology into their lessons (Franklin, 2007; Greenhow, Dexter, & Hughes, 2008; Hogarty, Lang, & Kromrey, 2003; Hsu, 2010), the factors impacting both
preservice and in - service
teachers» intentions to integrate technology (Çoklar, & Odabasi, 2010; Hutchison, & Reinking, 2011; Jongpil, Jaeki, Jones, & Nam, 2010), and the relationship between
preservice teachers»
attitudes toward technology and their likelihood of integrating technology into their lesson planning (Anderson & Maninger, 2007; Browne, 2009; Cullen & Greene, 2011; Rehmat & Bailey, 2014; Smarkola, 2007).
Research shows that exposure to games can positively influence
preservices teachers»
attitudes toward and perceptions of games or game - based learning (Kennedy - Clark, Galstaun, & Anderson, 2011; Kenny & McDaniel, 2011; Ray & Coulter, 2010; Sardone & Devlin - Scherer, 2010).
Likert - type questions were also used to investigate the
preservice teachers»
attitudes about various statements (e.g., «I love technology,» and «I rush out to buy the latest electronic gadget.»).
Understanding
preservice teachers» computer
attitudes: Applying and extending the technology acceptance model.
Preservice teachers» computer
attitudes in non-computer classes.
The Effects of Cooking Activities United with Science Activities on
Preservice Early Childhood
Teachers»
Attitudes and Knowledge toward Science Education
The Effect of Concept Mapping Strategy Application on
Preservice Early Childhood
Teacher's Science Teaching Self - Efficacy and Science Teaching
Attitude