Not exact matches
Some of the
preservice teachers»
decisions occurred prior to instruction, such as those associated with planning lessons, sequencing activities, and selecting iPad apps.
The primary purpose of the study was to identify the
decisions that
preservice special education
teachers made and the types of knowledge they used when making these
decisions as they integrated iPad apps into lessons with students who had mild disabilities.
In this section, we describe the types of teaching
decisions the
preservice teachers made, identify the kinds of knowledge underlying those
decisions, and convey participants» perceptions regarding the implementation of iPad apps during the lessons.
In these cases, the
preservice teachers based their
decisions on their knowledge of behavior management tactics in conjunction with observations of students» social and technical skills while using an app.
Some studies have investigated
preservice teachers» emerging TPACK while making
decisions about using technology in various content areas during field experiences in general education settings.
The
preservice teachers demonstrated
decision - making based upon TPK when they made statements that reflected instructional or management
decisions without specifically referencing students» content knowledge.
Furthermore, the
preservice teachers blended components of this specialized knowledge to make in - the - moment teaching
decisions when integrating technology into tutoring sessions.
While some students were found to demonstrate a constructivist approach to
decisions about ratios / proportions, the authors concluded, «The extent to which the
preservice teachers could make plans consistent with constructivism was highly variable» (Kim & Sharp, 2000, p. 328).
In one such study, the researchers analyzed
preservice teachers» rationales for technology - integration
decisions while taking an educational technology course.
Our analysis suggests that the
preservice teachers drew upon two main categories of combined knowledge when making
decisions.
These
decisions occurred in the context of three - way interactions among the
preservice teachers, students, and technology.
Since the fit between the apps and the students» needs, abilities, and instructional goals was not always just right, the
preservice teachers made in - the - moment
decisions that tapped various dimensions of TPACK to promote student success.
Our findings suggest that technology - integrated fieldwork in a special education setting allows
preservice teachers to experiment with technology and make
decisions that utilize various dimensions of TPACK when planning and implementing lessons.
Investigating and measuring
preservice elementary mathematics
teachers»
decision about lesson planning after experiencing technologically - enhanced methods instruction.
Preservice Teachers»
Decision Making.
Other studies of
preservice teachers»
decision making have used the TPACK framework as a basis for understanding their choices when completing design tasks during educational technology courses or during fieldwork experiences in general education classrooms.
The technology, pedagogy, and content knowledge (TPACK) model offers a framework that
teacher educators can use to determine how to help
preservice special education
teachers learn to make effective
decisions regarding integrating technology into instruction (Lyublinskaya & Tournaki, 2014; Tournaki & Lyublinskaya, 2014).
Some
preservice teachers made
decisions to adjust instruction when an app was either too difficult or not sufficiently challenging in relation to students» content knowledge and skill level.
The analysis focused on instructional
decisions and the underlying knowledge that the
preservice teachers used when making them.
We also present a model illustrating the knowledge domains that contributed to
preservice teachers»
decisions.
The
preservice teachers»
decisions primarily reflected either a combination of their developing technological and general pedagogical knowledge (TPK) or the intersection of technological and pedagogical content knowledge (TPACK).
The current study focused on how
preservice teachers» instructional
decision - making reflected the use of TPACK components in an elementary - level special education setting.
The
preservice teachers made various
decisions to provide elements of explicit instruction to support use of an app.
While it is a worthwhile goal to train
preservice teachers as «savvy consumers of technology,»
teachers are rarely in positions of authority to make purchasing
decisions and are often limited by acceptable use policies set at the district level, including filters and insufficient technology support and maintenance or access to computer labs.
If
preservice teachers were to view only the classroom videos that are part of this case study, they would not be privy to the changes and
decisions the
teachers made as a result of prior experiences gained from teaching the lesson in similar situations.
Teachers make many decisions each day, and their reasons for making particular choices are not always immediately clear to preservice t
Teachers make many
decisions each day, and their reasons for making particular choices are not always immediately clear to
preservice teachersteachers.
The
preservice teachers were viewing and discussing the case study entitled Making Weighty
Decisions (Bowers et al., 2000), a 4 - day lesson sequence in an eighth - grade mathematics class in an urban public middle school.
Through discussion questions in the facilitator guide and links in the issues matrix, we hope to focus
preservice teachers» attention on (a) the need to understand the larger context in which a lesson or lessons occur, (b) the tensions that are inherent in
teacher decision making, and (c) the discrepancies that can occur between
teacher beliefs and practice in the midst of making instructional
decisions.
School days and class periods are not designed to accommodate the
preservice teacher and mentor
teacher taking time to sit down and discuss the reasons behind the choices and
decisions the
teacher made during the lesson.
Making a
decision because a form of technology is the easiest choice seems to limit
preservice teachers» experiences with and understanding of technology during their
teacher preparation.
A multimedia case study can allow
preservice teachers to observe and understand these tensions by hearing the
teacher's reflections on the lessons, as well as seeing
teacher decisions in action during the classroom video segments.
Instead, we will discuss
preservice teachers» use of a different multimedia case study — the Making Weighty
Decisions case.
Research findings consistently suggest that
preservice teachers should experience courses that integrate assistive technology early in the
teacher preparation process so that they have time to develop the knowledge, skills, and dispositions necessary to make informed instructional
decisions and contribute to the IEP processes (Alobiedat, 2005; Anderson & Petch - Hogan, 2001; Bausch & Hasselbring, 2004; Edyburn & Gardner, 1999; Maushak, Kelley, & Blodgett, 2001; Michaels & McDermott, 2003).
Her research focuses on reading comprehension instruction, the instructional
decisions and beliefs of
preservice and inservice
teachers, and the assessment and diagnosis of struggling readers.
Teacher knowledge about technology integration: An examination of in - service and
preservice teachers» instructional
decision - making.
The diversity simulation was designed to prepare
preservice teachers to make critical
decisions during their student - teaching internship and, ultimately, within their profession.
The activity itself provides
preservice teachers with a model of teaching and learning strategies that they can utilize in their future classrooms — including empathetic role - playing, historical think - alouds, and group
decision - making.
When
preservice teachers then practice these principles by designing and presenting lessons to their classmates, they synthesize what they have learned to make
decisions about the role of technology in the lesson development and the ways in which it will influence student learning.
These principles can be taught, modeled and reinforced with
preservice teachers to support their instructional
decisions when they enter the classroom.
An ongoing dialectic between action and reflection helped
preservice teachers understand that
decision - making is often situational and that there exists no preformed knowledge base to guarantee that the right means will always provide an appropriate end in a particular situation.
Using the
teacher cognition scholarship of Shulman (2004), the study suggests that the
preservice teachers» enumerated knowledge sources are vital in tracing
teachers»
decisions.
By developing content knowledge through Internet resources,
preservice teachers not only could deepen their profound understanding of mathematics but also become capable of making instructional
decisions that lead to meaningful activities and real - world experiences for the students in their future classrooms.
As Badiee and Kaufman (2014) indicated, a simulated environment provides a platform for
preservice teachers to make critical classroom
decisions without experiencing the consequences that might occur in a real classroom environment.
Several survey items focused on how the
preservice teachers came to a
decision regarding the issue presented to them.
One of the values and beliefs of the undergraduate
teacher education faculty included having the
preservice teachers think conceptually and critically so that they make effective
decisions in the classroom and display effective professional judgment.
Preservice teachers can experiment without the risk of consequences they might normally face if their classroom
decision takes an ineffectual or even chaotic turn viewed by a university supervisor or cooperating
teacher.
The intervention selected by the
preservice teachers invoked an outcome, and the scenario played out so the
preservice teachers understood how the
decisions they make affect themselves and others.
Additionally, we wanted to determine what approaches the
preservice teachers used to address the issue at hand and how they came to a
decision on a resolution to the specific issue.
Many times seeking guidance or input from other peers is important when making
decisions, and the
preservice teachers enrolled in this course began to acknowledge this fact.
Upon exiting the course, these
preservice teachers believed this modeling would make them more capable of making thoughtful
decisions regarding when and when not to use technology - enhanced methods in their teaching.