This paper reports the findings from a study of student teachers at a university–school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies
", "tags": [], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "QD4T3Z66", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/QD4T3Z66", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/QD4T3Z66", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/J4UKPF9K", "type": "application/json" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "QD4T3Z66", "version": 1, "parentItem": "J4UKPF9K", "itemType": "note", "note": "In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged.
", "tags": [], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "Q83K9TNW", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/Q83K9TNW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/Q83K9TNW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "creatorSummary": "Hammond et al.", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "Q83K9TNW", "version": 1, "itemType": "journalArticle", "title": "Why do some student teachers make very good use of ICT? An exploratory case study", "creators": [ { "creatorType": "author", "firstName": "Michael", "lastName": "Hammond" }, { "creatorType": "author", "firstName": "Sue", "lastName": "Crosson" }, { "creatorType": "author", "firstName": "Elpiniki", "lastName": "Fragkouli" }, { "creatorType": "author", "firstName": "Jennifer", "lastName": "Ingram" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Johnston‐Wilder" }, { "creatorType": "author", "firstName": "Sue", "lastName": "Johnston‐Wilder" }, { "creatorType": "author", "firstName": "Yvette", "lastName": "Kingston" }, { "creatorType": "author", "firstName": "Melanie", "lastName": "Pope" }, { "creatorType": "author", "firstName": "David", "lastName": "Wray" } ], "abstractNote": "This paper reports the findings from a study of student teachers at a university?school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies (ICT). These student teachers were interviewed, and in many cases observed, teaching a lesson using ICT. Interviews covered their use of ICT in a particular lesson; their past experience of using ICT; factors encouraging or discouraging their use of ICT in school; and their beliefs about teaching and learning. Observations recorded their uses of hardware and software. Findings indicate that access, support for, and modelling of, ICT use in the classroom were key issues in developing this very good use of ICT. Equally important, however, seemed to be the belief that ICT could make a positive difference to teaching and learning and a willingness to ?learn by doing?. These findings are reported in the context of the wider literature.\nThis paper reports the findings from a study of student teachers at a university?school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies (ICT). These student teachers were interviewed, and in many cases observed, teaching a lesson using ICT. Interviews covered their use of ICT in a particular lesson; their past experience of using ICT; factors encouraging or discouraging their use of ICT in school; and their beliefs about teaching and learning. Observations recorded their uses of hardware and software. Findings indicate that access, support for, and modelling of, ICT use in the classroom were key issues in developing this very good use of ICT. Equally important, however, seemed to be the belief that ICT could make a positive difference to teaching and learning and a willingness to ?learn by doing?. These findings are reported in the context of the wider literature.", "publicationTitle": "Technology, Pedagogy and Education", "publisher": "", "place": "", "date": "2009", "volume": "18", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "59-73", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/14759390802704097", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/14759390802704097", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1475-939X", "archive": "", "archiveLocation": "", "shortTitle": "Why do some student teachers make very good use of ICT?", "language": "", "libraryCatalog": "Taylor&Francis", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "GRT8T5GF" ], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "TI3IT2B6", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/TI3IT2B6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/TI3IT2B6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "creatorSummary": "Mutton et al.", "parsedDate": "2006-10", "numChildren": 1 }, "data": { "key": "TI3IT2B6", "version": 1, "itemType": "journalArticle", "title": "Mentor Skills in a New Context: Working with Trainee Teachers to Develop the Use of Information and Communications Technology in Their Subject Teaching", "creators": [ { "creatorType": "author", "firstName": "T.", "lastName": "Mutton" }, { "creatorType": "author", "firstName": "G.", "lastName": "Mills" }, { "creatorType": "author", "firstName": "J.", "lastName": "McNicholl" } ], "abstractNote": "This article reports on the findings of a study looking at the role of the school-based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee's ICT knowledge and skills might be used to full effect when combined with the mentor's understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed. (Contains 3 tables and 2 notes.)", "publicationTitle": "Technology, Pedagogy and Education", "publisher": "", "place": "", "date": "October 00, 2006", "volume": "15", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "337-352", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Technology, Pedagogy and Education", "DOI": "", "citationKey": "", "url": "http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ819834", "accessDate": "2012-03-26T05:44:53Z", "PMID": "", "PMCID": "", "ISSN": "ISSN-1475-939X", "archive": "", "archiveLocation": "", "shortTitle": "Mentor Skills in a New Context", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "College School Cooperation", "type": 1 }, { "tag": "Computer Uses in Education", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "Electronic Learning", "type": 1 }, { "tag": "Foreign Countries", "type": 1 }, { "tag": "Interviews", "type": 1 }, { "tag": "Knowledge Base for Teaching", "type": 1 }, { "tag": "Mentors", "type": 1 }, { "tag": "Preservice Teacher Education", "type": 1 }, { "tag": "Preservice Teachers", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "Secondary School Teachers", "type": 1 }, { "tag": "Self Efficacy", "type": 1 }, { "tag": "Teacher Attitudes", "type": 1 }, { "tag": "Teacher Effectiveness", "type": 1 }, { "tag": "Technology integration", "type": 1 } ], "collections": [ "GRT8T5GF" ], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "J4UKPF9K", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/J4UKPF9K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/J4UKPF9K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "creatorSummary": "Otero et al.", "parsedDate": "2005-01-01", "numChildren": 1 }, "data": { "key": "J4UKPF9K", "version": 1, "itemType": "journalArticle", "title": "Integrating Technology into Teacher Education A Critical Framework for Implementing Reform", "creators": [ { "creatorType": "author", "firstName": "Valerie", "lastName": "Otero" }, { "creatorType": "author", "firstName": "Dominic", "lastName": "Peressini" }, { "creatorType": "author", "firstName": "Kirsten Anderson", "lastName": "Meymaris" }, { "creatorType": "author", "firstName": "Pamela", "lastName": "Ford" }, { "creatorType": "author", "firstName": "Tabitha", "lastName": "Garvin" }, { "creatorType": "author", "firstName": "Danielle", "lastName": "Harlow" }, { "creatorType": "author", "firstName": "Michelle", "lastName": "Reidel" }, { "creatorType": "author", "firstName": "Bryan", "lastName": "Waite" }, { "creatorType": "author", "firstName": "Carolyn", "lastName": "Mears" } ], "abstractNote": "Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology “meaningfully” in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in this model for technological change is a strategy for sustainability. This is elaborated as the authors discuss their results.", "publicationTitle": "Journal of Teacher Education", "publisher": "", "place": "", "date": "01/01/2005", "volume": "56", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "8-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Teacher Education", "DOI": "10.1177/0022487104272055", "citationKey": "", "url": "http://jte.sagepub.com/content/56/1/8", "accessDate": "2012-03-26T05:47:46Z", "PMID": "", "PMCID": "", "ISSN": "0022-4871, 1552-7816", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "jte.sagepub.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology", "type": 1 }, { "tag": "discourse community", "type": 1 }, { "tag": "faculty development", "type": 1 }, { "tag": "situated cognition", "type": 1 }, { "tag": "teacher technology", "type": 1 } ], "collections": [ "GRT8T5GF" ], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "KVQP8PW7", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/KVQP8PW7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/KVQP8PW7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "creatorSummary": "Hammond et al.", "parsedDate": "2011-06-01", "numChildren": 1 }, "data": { "key": "KVQP8PW7", "version": 1, "itemType": "journalArticle", "title": "How and why do student teachers use ICT?", "creators": [ { "creatorType": "author", "firstName": "M.", "lastName": "Hammond" }, { "creatorType": "author", "firstName": "L.", "lastName": "Reynolds" }, { "creatorType": "author", "firstName": "J.", "lastName": "Ingram" } ], "abstractNote": "This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in-service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers' use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers' use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of ‘self-efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils' behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. Limitations on student teachers' use of ICT are explored and it is suggested that new teachers need to be supported in developing a more discerning use as they begin their teaching careers.", "publicationTitle": "Journal of Computer Assisted Learning", "publisher": "", "place": "", "date": "2011/06/01", "volume": "27", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "191-203", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1365-2729.2010.00389.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00389.x/abstract", "accessDate": "2012-03-26T05:34:08Z", "PMID": "", "PMCID": "", "ISSN": "1365-2729", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "onlinelibrary.wiley.com", "callNumber": "", "rights": "© 2011 Blackwell Publishing Ltd", "extra": "", "tags": [ { "tag": "STUDENT teachers", "type": 1 }, { "tag": "constraints on ICT", "type": 1 }, { "tag": "encouragers of ICT", "type": 1 }, { "tag": "survey", "type": 1 }, { "tag": "use of ICT", "type": 1 } ], "collections": [ "GRT8T5GF" ], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "5FH6S687", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/5FH6S687", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/5FH6S687", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/TI3IT2B6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 951853, "username": "tckitchen1874", "name": "Tim", "links": { "alternate": { "href": "https://www.zotero.org/tckitchen1874", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "5FH6S687", "version": 1, "parentItem": "TI3IT2B6", "itemType": "note", "note": "This paper examines how and why student teachers made use of information and communication technology.
", "tags": [], "relations": {}, "dateAdded": "2012-03-26T06:19:43Z", "dateModified": "2012-03-26T06:19:43Z" } }, { "key": "2ZCMDD35", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/2ZCMDD35", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/2ZCMDD35", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/RFUFED7Q", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "2ZCMDD35", "version": 1, "parentItem": "RFUFED7Q", "itemType": "note", "note": "Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning
\nThe article deals with some of the challenges of educational technology. One of the key challenges mentioned is that technology is rapidly changing so that for a teacher to stay current they are often using technology that is not fully tested, reliable, and with which they may not be completely familiar.
\nAnother challenge is that many teacher are 'digital immigrants', not natives like many of their students.
", "tags": [], "relations": {}, "dateAdded": "2012-03-24T18:07:43Z", "dateModified": "2012-03-24T18:07:43Z" } }, { "key": "RFUFED7Q", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/RFUFED7Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/RFUFED7Q", "type": "text/html" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "creatorSummary": "Borko et al.", "parsedDate": "2008-11-26", "numChildren": 1 }, "data": { "key": "RFUFED7Q", "version": 1, "itemType": "journalArticle", "title": "Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning", "creators": [ { "creatorType": "author", "firstName": "H.", "lastName": "Borko" }, { "creatorType": "author", "firstName": "J.", "lastName": "Whitcomb" }, { "creatorType": "author", "firstName": "D.", "lastName": "Liston" } ], "abstractNote": "", "publicationTitle": "Journal of Teacher Education", "publisher": "", "place": "", "date": "2008-11-26", "volume": "60", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "3-7", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1177/0022487108328488", "citationKey": "", "url": "http://jte.sagepub.com/cgi/doi/10.1177/0022487108328488", "accessDate": "2012-03-17T14:55:03Z", "PMID": "", "PMCID": "", "ISSN": "0022-4871", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "B9GTADJ7" ], "relations": {}, "dateAdded": "2012-03-24T18:07:43Z", "dateModified": "2012-03-24T18:07:43Z" } }, { "key": "TTK3HB5F", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/TTK3HB5F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/TTK3HB5F", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/VGATNSJT", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "TTK3HB5F", "version": 1, "parentItem": "VGATNSJT", "itemType": "note", "note": "The evolution of an effective pedagogy for teachers using the interactive
\nwhiteboard in mathematics and modern languages: an empirical analysis from the secondary sector
\nThis paper was a study of teaching methods using interactive white boards (ITBs) ITBs are whiteboards that are synched with a computer and a projector. The authors studied secondary instruction of mathematics and foreign languages to learn how the boards were being used. They discovered that in general that there were three levels of use with the boards. They believe as teachers grow more advanced in using the boards by using them to engage the learners in an active thinking approach the students are better off. They also like that the boards offer quicker feedback, ways to illustrate ideas in different ways and improved pupil retention.
", "tags": [], "relations": {}, "dateAdded": "2012-03-24T18:02:43Z", "dateModified": "2012-03-24T18:02:43Z" } }, { "key": "VGATNSJT", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/VGATNSJT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/VGATNSJT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "creatorSummary": "Glover et al.", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "VGATNSJT", "version": 1, "itemType": "journalArticle", "title": "The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector", "creators": [ { "creatorType": "author", "firstName": "Derek", "lastName": "Glover" }, { "creatorType": "author", "firstName": "David", "lastName": "Miller" }, { "creatorType": "author", "firstName": "Douglas", "lastName": "Averis" }, { "creatorType": "author", "firstName": "Victoria", "lastName": "Door" } ], "abstractNote": "There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video?recorded lessons taught by ?successful? teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.\nThere has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video?recorded lessons taught by ?successful? teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.", "publicationTitle": "Learning, Media and Technology", "publisher": "", "place": "", "date": "2007", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "5-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/17439880601141146", "citationKey": "", "url": "http://www.tandfonline.com.libproxy.boisestate.edu/doi/abs/10.1080/17439880601141146", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1743-9884", "archive": "", "archiveLocation": "", "shortTitle": "The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages", "language": "", "libraryCatalog": "Taylor&Francis", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "B9GTADJ7" ], "relations": {}, "dateAdded": "2012-03-24T18:02:43Z", "dateModified": "2012-03-24T18:02:43Z" } }, { "key": "DIXJQ6TG", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/DIXJQ6TG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/DIXJQ6TG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/KE8NJKAM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } } }, "data": { "key": "DIXJQ6TG", "version": 1, "parentItem": "KE8NJKAM", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2012-03-17T14:34:36Z", "url": "http://libproxy.boisestate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=16505691&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-03-24T17:43:32Z", "dateModified": "2012-03-24T17:43:32Z" } }, { "key": "W9JR9MIG", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/W9JR9MIG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/W9JR9MIG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/KE8NJKAM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "W9JR9MIG", "version": 1, "parentItem": "KE8NJKAM", "itemType": "note", "note": "TEACHING UNDERGRADUATE MATHEMATICS ON THE INTERNET
\nThis paper examines the pedagogy behind teaching mathematics on the Internet and gives an overview of the current literature on this subject.
", "tags": [], "relations": {}, "dateAdded": "2012-03-24T17:43:32Z", "dateModified": "2012-03-24T17:43:32Z" } }, { "key": "KE8NJKAM", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/KE8NJKAM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/KE8NJKAM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "creatorSummary": "Engelbrecht", "parsedDate": "2005-02", "numChildren": 2 }, "data": { "key": "KE8NJKAM", "version": 1, "itemType": "journalArticle", "title": "Teaching Undergraduate Mathematics on the Internet", "creators": [ { "creatorType": "author", "firstName": "JohannHarding", "lastName": "Engelbrecht" } ], "abstractNote": "Internet education in mathematics is developing as a new mode of teaching with its own characteristics and possibilities, different from the traditional way of teaching. In a study presented in two parts, we attempt to capture the world of Internet teaching of undergraduate mathematics. In the first part of the study (Engelbrecht, J. and Harding, A.: 2004, ‘Teaching undergraduate mathematics on the web 1: Technologies and taxonomy’), we attempt to create some order in the huge number of activities that are available on the web with a graphical classification of the different types of web courses and discuss some of the technologies involved. In this, the second part of the study, we discuss attributes and implications of this mode of teaching/learning mathematics, also mentioning some of the benefits and concerns. Speculation about the future in such a fluid environment is both risky and fascinating but we nevertheless envisage some possible future trends. Research on this mode of teaching is sparse and open research questions are plentiful. We list possible research issues. [ABSTRACT FROM AUTHOR]\nCopyright of Educational Studies in Mathematics is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)", "publicationTitle": "Educational Studies in Mathematics", "publisher": "", "place": "", "date": "February 2005", "volume": "58", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "253-276", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10649-005-6457-2", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00131954", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "16505691", "rights": "", "extra": "", "tags": [ { "tag": "Computer Assisted Instruction", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "INTERNET in education", "type": 1 }, { "tag": "MATHEMATICS -- Study & teaching", "type": 1 }, { "tag": "WORLD Wide Web", "type": 1 } ], "collections": [ "B9GTADJ7" ], "relations": {}, "dateAdded": "2012-03-24T17:43:32Z", "dateModified": "2012-03-24T17:43:32Z" } }, { "key": "IPZQX53E", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/IPZQX53E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/IPZQX53E", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/A8SFEMBC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "IPZQX53E", "version": 1, "parentItem": "A8SFEMBC", "itemType": "note", "note": "Redesigning the Teacher Education Technology Course to Emphasize Integration
\nThis paper covers the process at one university (BYU) as they took their teacher technology education from one single technology course to a program that is integrated throughout the teacher education curriculum. This gives the students who are studying to become teachers a much broader education in how technology can be effectively used in the classroom.
", "tags": [], "relations": {}, "dateAdded": "2012-03-24T17:35:09Z", "dateModified": "2012-03-24T17:35:09Z" } }, { "key": "A8SFEMBC", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/A8SFEMBC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/A8SFEMBC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "creatorSummary": "Graham et al.", "parsedDate": "2004-03", "numChildren": 2 }, "data": { "key": "A8SFEMBC", "version": 1, "itemType": "journalArticle", "title": "Redesigning the Teacher Education Technology Course to Emphasize Integration", "creators": [ { "creatorType": "author", "firstName": "Charles", "lastName": "Graham" }, { "creatorType": "author", "firstName": "Richard", "lastName": "Culatta" }, { "creatorType": "author", "firstName": "Mitchell", "lastName": "Pratt" }, { "creatorType": "author", "firstName": "Richard", "lastName": "West" } ], "abstractNote": "Teacher education programs in the United States are trying to equip tomorrow's teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate-pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU's instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will be shared along with the strengths and limitations discovered in the design and implementation process. [ABSTRACT FROM AUTHOR]\nCopyright of Computers in the Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)", "publicationTitle": "Computers in the Schools", "publisher": "", "place": "", "date": "March 2004", "volume": "21", "issue": "1/2", "section": "", "partNumber": "", "partTitle": "", "pages": "127-148", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1300/J025v21n01_10", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "07380569", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "14840084", "rights": "", "extra": "", "tags": [ { "tag": "CURRICULA (Courses of study)", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "LEARNING", "type": 1 }, { "tag": "TEACHERS -- Training of", "type": 1 }, { "tag": "Technology integration", "type": 1 }, { "tag": "UNITED States", "type": 1 }, { "tag": "teacher education", "type": 1 }, { "tag": "technology instruction", "type": 1 }, { "tag": "technology skills", "type": 1 } ], "collections": [ "B9GTADJ7" ], "relations": {}, "dateAdded": "2012-03-24T17:35:09Z", "dateModified": "2012-03-24T17:35:09Z" } }, { "key": "Q2FCKZZU", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/Q2FCKZZU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/Q2FCKZZU", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/A8SFEMBC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } } }, "data": { "key": "Q2FCKZZU", "version": 1, "parentItem": "A8SFEMBC", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2012-03-17T14:19:51Z", "url": "http://libproxy.boisestate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=14840084&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-03-24T17:35:09Z", "dateModified": "2012-03-24T17:35:09Z" } }, { "key": "9A6SQGTA", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/9A6SQGTA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/9A6SQGTA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/72153/items/T2242SJN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9A6SQGTA", "version": 1, "parentItem": "T2242SJN", "itemType": "note", "note": "Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
\nThis is a report to Congress produced by the Institute of Education Services from 2007. This report was mainly non-conclusive in its findings. It studied the effects of learning software on student achievement and on teachers. Research was made into the following four grades/subjects:
\nThe report showed mild improvement in the first three areas of study—Reading (Grade 1), Reading (Grade 4), Math (Grade 6). It also showed mild negative effects on Math (Algebra). It is important to know that in the five and six years since this study was conducted that educational technology has greatly changed. However, this study is important because it gives us clues into areas and methods in which educational technology is not effective. This helps support the improvement of educational technology.
\nA positive finding from this report was that, “When products were being used, students were more likely to engage in individual practice and teachers were more likely to facilitate student learning rather than lecture.”
", "tags": [], "relations": {}, "dateAdded": "2012-03-24T16:46:44Z", "dateModified": "2012-03-24T16:46:44Z" } }, { "key": "T2242SJN", "version": 1, "library": { "type": "group", "id": 72153, "name": "edtech501-4175groupc", "links": { "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/72153/items/T2242SJN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/edtech501-4175groupc/items/T2242SJN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 955588, "username": "markbishop", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markbishop", "type": "text/html" } } }, "creatorSummary": "Dynarski et al.", "parsedDate": "2007-03", "numChildren": 1 }, "data": { "key": "T2242SJN", "version": 1, "itemType": "report", "title": "Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress", "creators": [ { "creatorType": "author", "firstName": "Mark", "lastName": "Dynarski" }, { "creatorType": "author", "firstName": "Roberto", "lastName": "Agodini" }, { "creatorType": "author", "firstName": "Sheila: Novak", "lastName": "Heaviside" }, { "creatorType": "author", "firstName": "Nancy", "lastName": "Carey" }, { "creatorType": "author", "firstName": "Larissa", "lastName": "Campuzano" }, { "creatorType": "author", "firstName": "Barbara", "lastName": "Means" }, { "creatorType": "author", "firstName": "Robert", "lastName": "Murphy" }, { "creatorType": "author", "firstName": "William", "lastName": "Penuel" }, { "creatorType": "author", "firstName": "Hal", "lastName": "Javitz" }, { "creatorType": "author", "firstName": "Deborah", "lastName": "Emery" }, { "creatorType": "author", "firstName": "Willow", "lastName": "Sussex" } ], "abstractNote": "The National Center for Education Evaluation and Regional Assistance produced this major study of the effectiveness of education technology. Mandated by Congress, the report uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. Thirty-three districts, 132 schools, and 439 teachers participated in the study. Sixteen products were selected for the study based on public submissions and ratings by a study team and expert review panels. This report is the first of two from the study. The second report will present effects for individual products. The current report presents effects for groups of products. The main findings of the study are: (1) Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products-reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra-the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not; and (2) There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student-teacher ratios (a measure of class size). For fourth grade, effects were larger when treatment teachers reported higher levels of use of the study product. The following are appended: (1) Data Collection Approach and Response Rates; and (2) Estimating Effects and Assessing Robustness. (Contains 36 tables, 12 figures, and 1 exhibit.) [This report was published by the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance.]", "reportNumber": "", "reportType": "", "institution": "National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/pubs/", "place": "", "date": "March 00, 2007", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED496015", "accessDate": "2012-03-17T14:21:20Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Effectiveness of Reading and Mathematics Software Products", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Achievement", "type": 1 }, { "tag": "Algebra", "type": 1 }, { "tag": "Computer Software", "type": 1 }, { "tag": "Control Groups", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "Federal Legislation", "type": 1 }, { "tag": "Grade 1", "type": 1 }, { "tag": "Grade 4", "type": 1 }, { "tag": "Grade 6", "type": 1 }, { "tag": "Grouping (Instructional Purposes)", "type": 1 }, { "tag": "Mathematics Instruction", "type": 1 }, { "tag": "Program Effectiveness", "type": 1 }, { "tag": "Reading Instruction", "type": 1 }, { "tag": "Reading Tests", "type": 1 }, { "tag": "Research Design", "type": 1 }, { "tag": "Research Methodology", "type": 1 }, { "tag": "Scores", "type": 1 } ], "collections": [ "B9GTADJ7" ], "relations": {}, "dateAdded": "2012-03-24T16:46:44Z", "dateModified": "2012-03-24T16:46:44Z" } } ]