Sentences with phrase «preservice teachers the tools»

Not exact matches

Resources, tools, training, and support will have to be provided so they can reengineer their usefulness for the new educational milieu; the momentum for preservice and in - service courses for teachers is likely to increase.

Giving preservice teachers time to work with digital tools and try out technology integration in their instruction would support them as they move into their own classrooms and understand what is possible with technology.

This kind of revision of course work should allow time for preservice teachers to have hands - on experience with digital tools, address how to effectively use technology with students (Pope & Golub, 2000), and think creatively about technology implementation.

Making and missing connections: Exploring Twitter chats as a learning tool in a preservice teacher education course.

Constant comparative analysis of multiple data sources showed that the preservice teachers viewed their portfolios mainly as employment tools, but some believed the portfolios encouraged them to reflect on their teaching development.

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.

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.

Returning to the example of digital history from the social studies, there is important work to be done beyond just helping experienced teachers and preservice teachers gain awareness about the availability of digital primary sources or tools.

Responses to surveys and online forums indicated potential benefits of social networking in higher education with preservice teachers indicating that this tool enabled increased control of their learning.

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

Using this research as a starting point, we can engage preservice teachers in developing habits / skills necessary to identify the best teaching tools to help students, whether they are computer - based technologies or not.

Learn about successful methods, models, and technology tools used in preparing preservice teachers to implement CCSS mathematics standards in their classrooms.

Also, teacher educators who are seeking to encourage their preservice teachers to connect and interact with in - service educators may find Twitter to be an appropriate tool for doing so.

Additionally, the development and use of computer laboratory facilities similar to the Verizon Interactive Classroom at Texas A&M serve not only as an instructional tool for science and mathematics content courses, but also provide a means for demonstrating appropriate pedagogical methods and building technological literacy in preservice teachers.

teacher educators need to redesign their programs to provide opportunities that help preservice and in - service teachers in envisioning and implementing videos as instructional items in light of the impact of the capabilities of this technology on mathematics as a discipline as well as a societal tool.

Albers and Harste (2007) referenced a teacher education program that teaches preservice teachers how to create digital video in which they «learn about and create multimodal texts using IM, iMovie, blogs, wikis, and iPods to more fully explore the potential of media tools to communicate and to critically study how media can shape interpretation» (p. 19).

Investigation of factors that contribute to or impede persistence in voluntary online professional activity such as Twitter could help inform teacher educators» use of social media tools with their preservice teachers.

These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).

Preservice teachers wonder whether the classrooms they enter will have the technology tools available to them and whether practicing teachers use them.

Ultimately, teacher educators need to redesign their programs to provide opportunities that help preservice and in - service teachers in envisioning and implementing videos as instructional items in light of the impact of the capabilities of this technology on mathematics as a discipline as well as a societal tool.

Rather than relying upon Google's algorithms to find teaching resources, preservice teachers can employ tools such as Twitter to crowdsource the gathering and curation of education content.

Preservice teachers who experience assistive technology within their technology training are able to utilize both sets of tools fluidly and identify the contexts in which each might be considered assistive technology for some students and instructional technology for others.

However, the preservice teachers» perceptions of iPad use, as students and as future teachers, revealed its potential as a learning tool for science in an inquiry - based context.

In terms of helping new teachers learn to use this tool, teachereducators need to address issues related to the hardware and software, understandtheir preservice teachers» perceptions of the TI - 83, and integrate the toolinto class in ways that model high cognitive engagement with technology.

Specifically, the preservice teachers benefited from their use in terms of supporting their development of scientific practices in the Framework (NRC, 2012) and believed the iPads were beneficial as tools that helped them carry out scientific practices.

Preservice teachers must have the knowledge and skills to incorporate these tools in their instructional planning so that the unique needs of individuals with disabilities can be met.

The teachers had recently completed preservice coursework focused on inquiry - based teaching and implementing science instruction with technology tools.

By utilizing the iPads throughout our explorations with forces and motion, preservice teachers were exposed to the versatility of this technological tool.

Science teacher educators must explicitly encourage preservice teachers to question how technological tools can facilitate the inclusion of the eight Practices for K - 12 Science Classrooms (National Research Council, 2012).

Preservice teachers may need to face clinical situations that cause them to consider and confront their beliefs regarding technology as an instructional tool.

In addition to the practical benefits of a tool allowing people to share files and information, the visual nature of the tool helped preservice teachers talk about science with one another.

Preservice teachers were positive about the way the tool itself helped them collaborate.

In this section we describe how preservice teachers» use of digital tools (audio editing via GarageBand ™ and discussion via an online forum) interacted with their notions of music and digital literacy.

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.

Analysis of 344 work samples, reported in Table 2, indicated the 25 technology tools preservice teachers integrated into instructional planning or K - 12 students used during the preservice teachers» instruction.

In addition to learning how to use specific information technologies, preservice teachers used the backwards curriculum design process (Wiggins & McTighe, 1998) and explored ways to use technology as a tool for problem solving (Jonassen, Howland, Moore, & Marra 2002).

At the conclusion of Student Teaching II, preservice teachers in two elementary cohorts (49) and four secondary cohorts (102) responded to the following open - ended prompt: «To what extent were you able to use technology as a tool for learning in your university coursework and / or in half - time Student Teaching I and full - time Student Teaching II?»

We need to provide opportunities for preservice teachers to engage with the tools students will be asked to use.

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.

Virtually every preservice teacher used Internet search tools to find resources and lesson plan ideas, created Excel spreadsheets to analyze student learning gains, and created word documents, PowerPoint presentations, and concept maps / graphic organizers.

The purpose of this study was to analyze how K - 12 preservice teachers used technology as a tool for student learning given technology standards for teachers and students from the International Society for Technology in Education (2000, 2007) and to consider how those experiences relate to 21st - century citizenship skills.

The results indicated that preservice teachers valued games as a motivational tool or a reward for positive behaviors.

Preservice teachers will need time to experience different technologies firsthand, time to evaluate the pedagogical usefulness of these technologies, and time to integrate the best tools into their lesson planning.

Although many preservice teachers are comfortable with social networking and many Web 2.0 tools, they are reserved when it comes to integrating these technologies in the classroom or when using tools such as blogs or wikis (Lei, 2009).

Teacher educators can help preservice teachers prepare for this work by asking them to create multimodal projects (to give them firsthand experience working with the tools) and then asking them to explain their choice of modes for that particular rhetorical situation (reinforcing the value of nonprint modes).

In addition to learning about multiple tools and experiencing them firsthand, preservice teachers need to think through the advantages and disadvantages of the tools they select (Swenson et al., 2005).

The researchers found that preservice teachers in the program «learn [ed] to embed the use of these tools within inquiry - based activities» (p. 58).

Modeling the use of multiple technologies as teaching and learning tools in university courses has been suggested as a way to help preservice teachers understand the potential of technology in the learning process (Howland, & Wedman, 2004; Rosaen, Hobson, & Khan, 2003).

All grant expenditures were required to support professional development for technology integration to further the goal of in - service teachers» modeling of technologies as learning tools for preservice teachers begun earlier in University courses.

This paper describes the experience of 18 preservice social studies teachers over the course of one semester, using Web 2.0 tools to design and implement a digital flexbook.