Sentences with phrase «preservice teachers in this study»

The preservice teachers in this study used state teacher standards in some aspects of their portfolios.

As cohort coordinator, the first author taught two literacy education courses and supervised field experiences for the preservice teachers in the study.

While the preservice teachers in this study planned to show their portfolios to other teachers, few believed they would advocate for electronic portfolios in their future teaching positions.

Although preservice teachers in our study universally report looking forward to working with a collaborating teacher, many expressed disappointment with the teaching they observed in their school placements.

The preservice teachers in this study attended a seminar where they were introduced to the underlying concepts and the pedagogical advantages of multirepresentational fluency.

Although less frequently than their secondary school colleagues, elementary preservice teachers in this study used word processing, Internet search tools, graphic organizers, and webquests to maximize student learning.

Preservice teachers in this study were required to develop technology - enriched lessons within a curriculum unit that incorporated a variety of technologies appropriate to the grade level (s) and subject (s) they subsequently taught in student teaching.

Follow - up research with the preservice teachers in this study who are now teaching, including interviews and classroom observations, would help to determine whether and how these educators are continuing to integrate technology into their instruction and if their K - 12 students are also using technology.

These reflections were collected from 151 preservice teachers in the study.

While the preservice teachers in this study taught in a variety of settings (urban, suburban, and rural), as well as a variety of grade levels and subjects, they faced a consistent challenge in using technology as a tool for learning: lack of access to adequate technology in the K - 12 schools.

Finally, preservice teachers in this study tended to integrate technologies modeled in their teacher education program.

Preservice teachers in this study used the IDS to teach a wide variety of biology topics with a wide variety of technological resources.

Many preservice teachers in this study acknowledged the improvement of their confidence as they worked extensively with their team members and, as a result, developed a strong sense of collegiality.

However, preservice teachers in this study also used a variety of other technologies, including presentation and graphic organizer software, LCD projectors, streaming video, and webquests, for instructional purposes.

As the instructor / researcher I was aware of the NETS - T and emphasized multiple uses of technology with the preservice teachers in this study.

Not exact matches

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

In addition to working in the classroom environment, he has acted as a consultant in the area of technology and curriculum design / implementation, as well as an instructor in the preservice teacher education program at the Ontario Institute for Studies in EducatioIn addition to working in the classroom environment, he has acted as a consultant in the area of technology and curriculum design / implementation, as well as an instructor in the preservice teacher education program at the Ontario Institute for Studies in Educatioin the classroom environment, he has acted as a consultant in the area of technology and curriculum design / implementation, as well as an instructor in the preservice teacher education program at the Ontario Institute for Studies in Educatioin the area of technology and curriculum design / implementation, as well as an instructor in the preservice teacher education program at the Ontario Institute for Studies in Educatioin the preservice teacher education program at the Ontario Institute for Studies in Educatioin Education.

If preservice teachers are required to gather data or complete research projects in schools as part of the curriculum, why not intentionally have them study the needs of gifted students?

In the current study, the preservice teachers focused on matching learner content knowledge, needs, and preferences to teaching strategies and technology.

Several important implications and recommendations for teacher educators can be taken from this study related to the importance of explicit and thoughtful opportunities to engage in Twitter chats during preservice coursework.

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.

Although this finding was disappointing, these preservice teachers may decide to advocate for other aspects of technology not addressed in the study.

However, the preservice teachers in these two studies did not actually implement the design tasks.

As in earlier studies (Bartlett, 2002, in press; Wilson, Wright, & Stallworth, 2003), these preservice teachers anticipated using their portfolios to reflect upon their teaching development, a worthwhile result that will undoubtedly make them better teachers, and to search for jobs.

In one such study, the researchers analyzed preservice teachers» rationales for technology - integration decisions while taking an educational technology course.

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflectioIn this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflectioin a brief written reflection.

During an introductory session in the first year of the study, the preservice teachers discussed their students» needs, explored iPad apps, and reviewed a rubric that they could use to evaluate the apps (Walker, 2011).

Regarding instructional uses, preservice teachers in the present study were positive about showing their portfolios to the children in their classes.

In another study, researchers conducted a cross-case analysis of four preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010In another study, researchers conducted a cross-case analysis of four preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010).

While Twitter chats have the potential to form a cohesive network, beginning in preservice teacher education courses and continuing into professional practice, it is beyond the scope of this study to determine whether the TCs in this study (or whether TCs more generally) continue these practices upon entering the field.

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.

Just as we engaged in - service teachers in a study of new literacies and gave them the opportunity to work with children in the writing camp, preservice teachers should be given similar opportunities, either as part of their field experiences or in a separate class.

This initial study indicates that there may be promise for Twitter chats as a medium when used as a professional development tool for preservice teacher educators and for those interested in professional growth throughout teachers» careers.

«Making Connections: Teaching Preservice Teachers to Teach Online» will feature Kathryn Kennedy, director of research at the International Association for K - 12 Online Learning, and Leanna Archambault, assistant professor at Arizona State University, who coauthored the 2012 study Offering Preservice Teachers Field Experiences in K - 12 Online Learning: A National Survey of Teacher Education Programs.

The current study focused on how preservice teachers» instructional decision - making reflected the use of TPACK components in an elementary - level special education setting.

Rather than take standalone courses focused on technology, preservice teachers must have frequent opportunities to observe, practice with, and explore the integration of computer - based tools in social studies instruction.

Take for example the scenario in which preservice teacher Rob Dent collaborated with a classroom teacher to develop a technology infused unit of study, called «Who Wants to Be a Pioneer?»

These preservice teachers engaged in series of reflective dialogues blending theory and practice — the hallmark of praxis — with their classmates, with other preservice teachers from around the country, and with practicing social studies educators from around the world.

The article's abstract reads in part, «This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons.

The study's aim was to inform the technology education programs already in existence and influence their methods of preservice teachers» future technology integration.

The study reported here engaged preservice teachers in activities that fostered a classroom environment supporting the communication of proof.

This study examined the use of one online social networking tool, NING ™, in teacher education, highlighting preservice teachers» engagement and perceptions of the tool.

Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3 - year study to explore the question, «What do preservice middle school teachers learn when middle school students assume the role of pedagogical experts?»

In this design research study, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educatorIn this design research study, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educatorin a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies edustudies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies eduStudies Network Ning, a social network for social studies edustudies educators.

In my social studies methods class I provide preservice teachers an opportunity to work with the IWB as a center activity during the lessons pertaining to image analysis and primary sources.

Finally, although this study focused on in - service teachers, it also has potential implications for preservice teacher education.

A qualitative study found that this approach appeared to (a) promote the use of multirepresentational fluency in problem solving approaches used among preservice teachers, (b) change preservice teachers» perceptions of what it means for a student to understand a concept, and (c) change the nature of evaluations that preservice teachers felt were appropriate for high school students.

In this study, the authors examined the intersections between technology, pedagogy, and content through two social studies teachers» development from preservice to in - service teachinIn this study, the authors examined the intersections between technology, pedagogy, and content through two social studies teachers» development from preservice to in - service teachinin - service teaching.

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.

Extending from that work, we have developed other multimedia case studies for use with preservice and in - service teachers.1 This paper is focused on the development of one case involving issues of team teaching and integrating mathematics and science through a design project, including the following: (a) the development of the case, (b) lessons learned by the teachers and teacher educators through the development and use of the case, and (c) ways this case fits into the larger picture of what we have learned about the use of multimedia case studies.